AdvisorTullis, Jonathan G.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractCue generation is a common and useful technique for people memorize a variety of materials. Mnemonic cues generated by oneself make difficult things more interpretable and, therefore, boost long-term memory. In order to create effective cues, learners have to predict and generate cues that will match the environmental and mental states at the time of retrieval. Testing is also a powerful technique that support memory for a longer period. The benefits of cue generation and testing effect in memory have been well-established in the literature. Yet few studies focus on the effects of boosting memory of the cues themselves and how that may support learning chemistry information. The goal of the current study is to assess whether and how mnemonic cues help students learn chemistry information. The results of the experiment indicate that generating mnemonic cues benefits chemistry learning more than reading cues that peers have generated. Further, practice retrieving those mnemonic cues during study can improve the recall of the cues, but did not ultimately help students learn chemistry content. Generating mnemonic cues may be a form of deeply encoding the material that effectively boosts student learning in chemistry.
Degree ProgramGraduate College