Mnemonic instruction and the gifted child

Roeper Review

Volumn 19, Issue 2, 1996, Pages 104-105

  Wang, Alvin Y ^a   Thomas, Margaret H ^a  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 7444226677     PISSN: 02783193     EISSN: 1940865X     Source Type: Journal    
DOI: 10.1080/02783199609553800     Document Type: Article

References (19)

1. Borkowski, J. G., & Kurtz, B. E. (1987). Metacognition and executive control. In J. G. Borkowski & J. D. Day (Eds.), Cognition in special children: Comparative approaches to retardation, learning disabilities, and giftedness. Orlando, FL: Academic Press, pp. 10
2. Borkowski, J. G., & Peck, V. A. (1986). Causes and consequences of metamemory in gifted children. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness. Cambridge, Great Britain: Cambridge University Press, pp. 182-200.
3. Bower, G. H. (1977). Analysis of a mnemonic device. Reprinted in Current trends in psychology: Reprints from American Scientist. Los Altos, CA: William Kaufman.
4. Carrier, C., Karbo, K., Kindem, H., Legisa, C., & Newstrom, L. (1983). Use of self generated and supplied visuals as mnemonics in gifted children's learning. Perceptual and Motor Skills, 57, 235-240.
5. Krinsky, R., & Krinsky, S. G. (1994). The pegword mnemonic facilitates immediate but not long-term memory in fifth-grade children. Contemporary Educational Psychology, 19, 217-229.
6. Levin, J. R., & Pressley, M. (1985). Mnemonic vocabulary instruction: What's fact, what's fiction. In R. F. Dillon (Ed.), Individual differences in cognition, (Vol. 2), pp. 145-172. Orlando, FL: Academic Press.
7. Pressley, M., Levin, J. R., & Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research, 52, 61-91.
8. Scruggs, T. E., & Mastropieri, M. A. (1984). How gifted students learn: Implications from recent research. Roeper Review, 6, 183-185.
9. Scruggs, T. E., & Mastropieri, M. A. (1985). Spontaneous verbal elaboration in gifted and non-gifted youths. Journal for the Education of the Gifted, 9, 1- 10.
10. Scruggs, T. E., & Mastropieri, M. A. (1988). Acquisition and transfer of learning strategies by gifted and non-gifted students. Journal of Special Education, 22, 153-166.
11. Scruggs, T. E., Mastropieri, M. A., Jorgensen, C., & Monson, J. (1986). Effective mnemonic strategies for gifted learners. Journal for the Education of the Gifted, 9, 105-121.
12. Scruggs, T. E., Mastropieri, M. A., Monson, J., & Jorgensen, C. (1985). Maximizing what gifted students can learn: Recent findings of learning strategy research. Gifted Child Quarterly, 29, 181-185.
13. Sternberg, R. J. (1986). A triarchic theory of intellectual giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness. Cambridge, Great Britain: Cambridge University Press, pp. 223-243.
14. Thomas, M. H., & Wang, A. Y. (1996). Learning by the keyword mnemonic: Looking for long-term effects. Paper accepted for publication by Journal of Experimental Psychology: Applied.
15. Wang, A. Y. (1983). Individual differences in learning speed. Journal of Experimental Psychology: Human Learning, Memory and Cognition, 9, 300-312.
16. Wang, A. Y., & Thomas, M. H. (1992). The effect of imagery-based mnemonics on the long-term retention of Chinese characters. Language Learning, 42, 359-376.
17. Wang, A. Y., & Thomas, M. H. (1995). The effect of keywords on long-term retention: Help or hindrance? Journal of Educational Psychology, 87, 468- 475.
18. Wang, A. Y., Thomas, M. H., Inzana, C. M., & Primicerio, L. J. (1993). Longterm retention under conditions of intentional learning and the keyword mnemonic. Bulletin of the Psychonomic Society, 31, 545-547.
19. Wang, A. Y., Thomas, M. H., & Ouellette, J. A. (1992). The keyword mnemonic and retention of second language vocabulary. Journal of Educational Psychology, 84, 520-528.