Mnemonic Devices: Classification, Characteristics, and Criteria

Abstract

In recent years the importance of mnemonic strategies in learning has been recognized. Through the use of special mnemonic devices some spectacular results in recall performance have been obtained. However, systematic research on mnemonic devices is only now starting to be done. Consequently, not much is known about techniques for optimizing recall performance with mnemonic devices or the suitability of using mnemonic devices in educational settings. To help remedy this situation four aspects of the study of mnemonic devices are discussed: (1) Reasons are given why research on mnemonic devices should be performed. (2) A system is outlined by which common mnemonic devices can be classified. (3) Because recall with mnemonic devices is mediated by cognitive cuing structures created by the user, properties are described which these cognitive cuing structures must have to be effective. The criteria of constructibility, discriminability, associability, and invertibility are discussed as important properties of cognitive cuing structures. The characterization of mnemonic devices as cognitive cuing structures possessing these properties is proposed as a step forward in the development of a theory of mnemonic devices. (4) Certain methodological problems are discussed which make some of the past research on mnemonic devices inconclusive with respect to questions concerning their effectiveness.