Building factual knowledge about the U.S. presidents via pictorial mnemonic strategies

Beverly J Dretzke, Joel R. Levin

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


In individually administered treatment sessions, tenth-grade students first learned the number (chronological order) of several randomly selected U.S. presidents by employing either mnemonic (memory-enhancing) illustrations or their own preferred method of study. Subsequently, mnemonic-illustration, mnemonicimagery, or no-strategy control materials were provided for the task of additionally learning some biographical information about each of the same presidents. All types of second-phase mnemonic instruction greatly facilitated students' recall of the biographical information, and neither positive nor negative transfer effects associated with the initial number-learning task were detected. Considered in the discussion is the educational utility of mnemonic techniques for enabling students to acquire large amounts of factual material efficiently.

Original languageEnglish (US)
Pages (from-to)152-169
Number of pages18
JournalContemporary Educational Psychology
Issue number2
StatePublished - Apr 1990

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