Mnemotechnics in Second-Language Learning

@inproceedings{PirnayDummer2012MnemotechnicsIS,
  title={Mnemotechnics in Second-Language Learning},
  author={Pablo Pirnay-Dummer and Dirk Ifenthaler and Edward Swing and Craig A. Anderson and David Tzuriel and Norman M. Weinberger and David C. Riccio and Patrick K. Cullen and Jessica Tallet and Megan L. Hoffman and David A. Washburn and Iv{\'a}n Izquierdo and Jorge H. Medina and Mart{\'i}n Cammarota and Andrey I. Podolskiy and Joke Torbeyns and John H. Kranzler and Paul A. Kirschner and Femke Kirschner and Kenn Apel and Julie A. Wolter and Julie J. Masterson and Jungmi Lee and Stefan N. Groesser and Sabine Al-Diban and Philip Barker and Paul van Schaik and Ilaria Cutica and Monica Bucciarelli and Kai Pata and Anna Strasser and Aymeric Guillot and Nady El Hoyek and Christian Collet and Maria Opfermann and Roger Azevedo and Detlev Leutner and Thomas C. Toppino and Alice Y. Kolb and David A. Kolb and Pavel B. Brazdil and Ricardo Vilalta and Carlos Soares and Christophe G. Giraud-Carrier and Jeffrey W. Bloom and Tyler Volk and Marwan Adeeb Dwairy and Richard A. Swanson and Johanna P{\"o}ys{\"a}-Tarhonen and Koen Luwel and Theo Hug and Ang{\'e}lique Martin and Nicolas Gu{\'e}guen and Craig Hassed and Fabio Alivernini and Michael Herczeg and Margo Mastropieri and Thomas E. Scruggs and Angelika Rieder-B{\"u}nemann and Sergio Luis Castillo and Gerardo Ayala and Renae Low and Robert Babu{\vs}ka and Barbara C. Buckley and Henry Markovits and Sungho Kim and In So Kweon and Mike Spector and Andrea S Towse and Charlie N Lewis and Brian Francis and David N. Rapp and Pratim Sengupta and Sidney K. D’Mello and Serge Brand and Jean-Luc Patry and Cees Klaassen and Sieglinde Weyringer and Alfred Weinberger and Marilla D. Svinicki and Jane S. Vogler and Andrew J. Martin and John M. Keller and Chanmin Kim and Gabriele Wulf and Lynne E. Parker and Michael Wunder and Michael L. Littman and Lisa J. Lehmberg and C. Victor Fung and Hannele Marjatta Niemi and Steven Alan Reiss and Piet Desmet and Frederik Cornillie and Helmut M. Niegemann and Steffi Heidig and Dominic W. Massaro and Charles Fadel and Cheryl Lemke and Roland H. Grabner and Michael D. Basil and Daniel R. Little and Stephan Lewandowsky and Parmjit Singh and Zhengxu Liu and Marcelo H. Ang and Winston K. G. Seah and Jack F. Heller and Clint Randles and Kenneth S. Aigen and Michael Jackson and Janusz Wojtusiak and Dayne Freitag and Eugene Subbotsky and Hans Morten Nordahl and Jens C. Thimm and John G. Burgoyne and Roberto Poli and Thomas R. Guskey and Michael Davison and John F. Magnotti and Adam M. Goodman and Jeffrey S. Katz and Lieven Verschaffel and Wim van Dooren and Bert De Smedt and Sean A. Fulop and Melva R. Grant and Leonid I. Perlovsky and Bert De Smedt and Pol Ghesqui{\`e}re and Dariusz Plewczyński and Leily Ziglari and Parviz Birjandi and Scott I. Rick and Roberto Weber and Norbert M. Seel and Maike Luhmann and Michael Eid and Alessandro Antonietti and Barbara Colombo and Hamish Coates and Alex Radloff},
  year={2012}
}
For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in the primary grades (Atkinson, 1974) and another for teaching computer science at the college level (Atkinson, in press). The goal has been to use psychological theory to devise optimal instructional procedures—procedures that make moment-by-moment decisions based on the student's unique response… 

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References

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Mnemotechnics in Second Language Learning.

For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in the

Teaching Children to Read Using a Computer.

There are examples in which psychology provides powerful tools for devising optimal procedures, particularly when instruction can be brought under computer control, and there is a clear link between this work and basic research on memory and cognition.

An Approach to the Psychology of Instruction.

Atkinson, F. C.; Paulson, J. A. An Approach to the Psychology of Instruction. Stanford Univ., Calif. Inst. for Mathematical Studies in Social Science. TR-1E7 14 Aug 7C 3Ep. EDRS Price MF-$0.25

Ingredients for a theory of instruction.

The factors that need to be examined in deriving optimal instructional strategies are considered, and this analysis is used to identify the key elements of a theory of instruction.

The Use of Verbal and Imagery Mnemonics in Second-Language Vocabulary Learning

  • A. Cohen
  • Linguistics
    Studies in Second Language Acquisition
  • 1987
This paper provides a critical look at the use of mnemonic associations in vocabulary learning. The paper begins with a definition of mnemonic devices—that is, techniques for converting material to

An Application of the Mnemonic Keyword Method to the Acquisition of a Russian Vocabulary. Psychology and Education Series, Technical Report No. 237.

Abstract : An experiment is reported evaluating the effectiveness of a mnemonic procedure, called the keyword method, for learning a foreign language vocabulary. The method divides the study of a

Human Associative Memory