Mnemotechnics in Second-Language Learning

  title={Mnemotechnics in Second-Language Learning},
  author={P. Pirnay-Dummer and Dirk Ifenthaler and Edward L. Swing and C. A. Anderson and D. Tzuriel and N. Weinberger and D. Riccio and Patrick K. Cullen and J. Tallet and Megan L. Hoffman and D. Washburn and I. Izquierdo and J. Medina and M. Cammarota and A. Podolskiy and J. Torbeyns and J. Kranzler and P. Kirschner and Femke Kirschner and K. Apel and Julie A. Wolter and J. J. Masterson and J. Lee and Stefan N. Groesser and Sabine Al-Diban and P. Barker and P. Schaik and Ilaria Cutica and M. Bucciarelli and K. Pata and A. Strasser and A. Guillot and N. Hoyek and C. Collet and Maria Opfermann and R. Azevedo and D. Leutner and T. Toppino and A. Kolb and David A. Kolb and Pavel B. Brazdil and R. Vilalta and Carlos Soares and C. Giraud-Carrier and J. W. Bloom and T. Volk and M. Dwairy and R. Swanson and Johanna P{\"o}ys{\"a}-Tarhonen and K. Luwel and T. Hug and Angélique Martin and N. Gu{\'e}guen and C. Hassed and F. Alivernini and M. Herczeg and M. Mastropieri and T. Scruggs and Angelika Rieder-B{\"u}nemann and Sergio Luis Guevara Castillo and G. Ayala and R. Low and Robert Babu{\vs}ka and Barbara C. Buckley and H. Markovits and Sungho Kim and I. Kweon and M. Spector and Andrea S. Towse and C. Lewis and B. Francis and D. Rapp and P. Sengupta and S. D'Mello and S. Brand and Jean-Luc Patry and C. Klaassen and Sieglinde Weyringer and Alfred Weinberger and M. Svinicki and Jane S. Vogler and A. Martin and J. Keller and ChanMin Kim and G. Wulf and L. E. Parker and M. Wunder and M. Littman and Lisa J. Lehmberg and C. Fung and H. Niemi and S. Reiss and P. Desmet and F. Cornillie and Helmut M. Niegemann and Steffi Heidig and Dominic W. Massaro and Charles K. Fadel and C. Lemke and R. Grabner and Michael D. Basil and Daniel R. Little and Stephan Lewandowsky and Parmjit Singh and Z. Liu and M. H. Ang and W. Seah and J. Heller and C. Randles and Kenneth S. Aigen and M. Jackson and J. Wojtusiak and D. Freitag and Eugene Subbotsky and H. M. Nordahl and J. Thimm and J. Burgoyne and R. Poli and Thomas R. Guskey and M. Davison and John F. Magnotti and Adam M. Goodman and J. S. Katz and L. Verschaffel and W. Dooren and B. Smedt and S. Fulop and M. Grant and L. Perlovsky and P. Ghesqui{\`e}re and Dariusz Plewczyński and Leily Ziglari and P. Birjandi and S. Rick and R. Weber and N. Seel and Maike Luhmann and M. Eid and A. Antonietti and B. Colombo and Hamish Coates and Ali Radloff},
  • P. Pirnay-Dummer, Dirk Ifenthaler, +140 authors Ali Radloff
  • Published 2012
  • Psychology
  • 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… CONTINUE READING
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