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The Role of Mnemonic Strategies in Study Effectiveness

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Imagery and Related Mnemonic Processes

Abstract

To achieve academic success, students must be adept in a variety of kinds of remembering. They must remember in order to recite or to make presentations in class. They must remember in a different way in order to compose coherent and convincing papers. They must remember in yet another way in order to excel in taking tests. Furthermore, variety characterizes not only the purposes of remembering but also the content to be remembered. Students must remember information, in the form of facts, concepts, or principles. In addition, they must remember procedures of the kinds involved in constructing proofs or solving problems.

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Authors
  1. William D. Rohwer Jr.
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  2. John W. Thomas
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Editor information

Editors and Affiliations

  1. Department of Psychology, University of Notre Dame, 46556, Notre Dame, Indiana, USA

    Mark A. McDaniel

  2. Department of Psychology, University of Western Ontario, N6A 5C2, Ontario, London, Canada

    Michael Pressley

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Rohwer, W.D., Thomas, J.W. (1987). The Role of Mnemonic Strategies in Study Effectiveness. In: McDaniel, M.A., Pressley, M. (eds) Imagery and Related Mnemonic Processes. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4676-3_20

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  • DOI: https://doi.org/10.1007/978-1-4612-4676-3_20

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-9111-4

  • Online ISBN: 978-1-4612-4676-3

  • eBook Packages: Springer Book Archive

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