In search of the keyword method/vocabulary comprehension link

Joel R. Levin; Beverly J. Dretzke; Michael Pressley; Julia E. McGivern

doi:10.1016/0361-476X(85)90018-9

In search of the keyword method/vocabulary comprehension link

Joel R. Levin
, Beverly J. Dretzke
, Michael Pressley
, Julia E. McGivern

Center for Applied Research and Educational Improvement

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Previous research has indicated that the keyword method of vocabulary learning facilitates students' performance not just on simple tests of definition recall, but on comprehension-demanding tasks as well. The present study was conducted to determine whether the "comprehension" finding could be accounted for by keyword subjects' superior definition recall per se. The results generally supported that conclusion: When conditions and subjects within conditions were equated with respect to their initial levels of definition recall, the comprehension advantage of keyword subjects disappeared.

Original language	English (US)
Pages (from-to)	220-227
Number of pages	8
Journal	Contemporary Educational Psychology
Volume	10
Issue number	3
DOIs	https://doi.org/10.1016/0361-476X(85)90018-9
State	Published - Jul 1985

Bibliographical note

Funding Information:
The work represented here was funded by a grant to the first author from the National Institute of Education through the Wisconsin Center for Education Research and to the third author from the Natural Sciences and Engineering Research Council of Canada. The first author’s work was facilitated by a Romnes Faculty Fellowship awarded by the Graduate School of the University of Wisconsin. We are grateful to James M. Royer for motivating the present investigation. Requests for reprints should be sent to Joel R. Levin, Wisconsin Center for Education Research, 1025 W. Johnson St., University of Wisconsin, Madison, WI 53706.

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title = "In search of the keyword method/vocabulary comprehension link",

abstract = "Previous research has indicated that the keyword method of vocabulary learning facilitates students' performance not just on simple tests of definition recall, but on comprehension-demanding tasks as well. The present study was conducted to determine whether the {"}comprehension{"} finding could be accounted for by keyword subjects' superior definition recall per se. The results generally supported that conclusion: When conditions and subjects within conditions were equated with respect to their initial levels of definition recall, the comprehension advantage of keyword subjects disappeared.",

author = "Levin, \{Joel R.\} and Dretzke, \{Beverly J.\} and Michael Pressley and McGivern, \{Julia E.\}",

note = "Funding Information: The work represented here was funded by a grant to the first author from the National Institute of Education through the Wisconsin Center for Education Research and to the third author from the Natural Sciences and Engineering Research Council of Canada. The first author{\textquoteright}s work was facilitated by a Romnes Faculty Fellowship awarded by the Graduate School of the University of Wisconsin. We are grateful to James M. Royer for motivating the present investigation. Requests for reprints should be sent to Joel R. Levin, Wisconsin Center for Education Research, 1025 W. Johnson St., University of Wisconsin, Madison, WI 53706.",

year = "1985",

month = jul,

doi = "10.1016/0361-476X(85)90018-9",

language = "English (US)",

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journal = "Contemporary Educational Psychology",

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T1 - In search of the keyword method/vocabulary comprehension link

AU - Levin, Joel R.

AU - Dretzke, Beverly J.

AU - Pressley, Michael

AU - McGivern, Julia E.

N1 - Funding Information: The work represented here was funded by a grant to the first author from the National Institute of Education through the Wisconsin Center for Education Research and to the third author from the Natural Sciences and Engineering Research Council of Canada. The first author’s work was facilitated by a Romnes Faculty Fellowship awarded by the Graduate School of the University of Wisconsin. We are grateful to James M. Royer for motivating the present investigation. Requests for reprints should be sent to Joel R. Levin, Wisconsin Center for Education Research, 1025 W. Johnson St., University of Wisconsin, Madison, WI 53706.

PY - 1985/7

Y1 - 1985/7

N2 - Previous research has indicated that the keyword method of vocabulary learning facilitates students' performance not just on simple tests of definition recall, but on comprehension-demanding tasks as well. The present study was conducted to determine whether the "comprehension" finding could be accounted for by keyword subjects' superior definition recall per se. The results generally supported that conclusion: When conditions and subjects within conditions were equated with respect to their initial levels of definition recall, the comprehension advantage of keyword subjects disappeared.

AB - Previous research has indicated that the keyword method of vocabulary learning facilitates students' performance not just on simple tests of definition recall, but on comprehension-demanding tasks as well. The present study was conducted to determine whether the "comprehension" finding could be accounted for by keyword subjects' superior definition recall per se. The results generally supported that conclusion: When conditions and subjects within conditions were equated with respect to their initial levels of definition recall, the comprehension advantage of keyword subjects disappeared.

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DO - 10.1016/0361-476X(85)90018-9

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JO - Contemporary Educational Psychology

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IS - 3

ER -

In search of the keyword method/vocabulary comprehension link

Abstract

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