Mnemotecnia de la palabra clave con dibujos y juicios metamnemónicos de personas mayores

  1. Campos García, Alfredo
  2. Ameijide Estévez, Leticia
Revista:
Revista iberoamericana de psicología y salud

ISSN: 2171-2069

Ano de publicación: 2014

Volume: 5

Número: 1

Páxinas: 23-38

Tipo: Artigo

Outras publicacións en: Revista iberoamericana de psicología y salud

Resumo

This study consisted of two experiments designed to assess the efficacy of the keyword mnemonic technique reinforced with drawings in comparison to the learner´s own learning strategies on recall and the following metamnemonic judgments: ease of learning (EOL), judgments of learning (JOL), and confidence level (CL) using a short word list i.e., 16 Latin words (Experiment 1), or a long word list, 32 Latin words (Experiment 2). In Experiment 1 involving 100 women, mean age 75.08 years, the keyword method reinforced with drawings was found to be more efficacious than the learner´s own learning strategies on recall and metamnemonic judgments. In Experiment 2 involving 100 women, mean age 74.72 years, the keyword method reinforced with drawings was more efficacious on recall and all of the metamnemonic judgments under study. In conclusion, the keyword mnemonic reinforced with drawings is effective in the elderly. Further studies are required to examine if these results can be replicated in participants of other ages, and for both genders.

Referencias bibliográficas

  • Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30, 821-828.
  • Brigham, M. C., y Pressley, M. (1988). Cognitive monitoring and strategy choice in younger and older adults. Psychology and Aging, 3, 249-257.
  • Buckley, T., Norton, M. C., Deberard, M. S., Welsh-Bohmer, K. A., y Tschanz, J. T. (2010). A brief metacognition questionnaire for the elderly: Comparison with cognitive performance and informant ratings the Cache County Study. International Journal of Geriatric Psychiatry, 25, 739-747.
  • Campos, A. (Ed.) (1998). Imágenes mentales. Santiago de Compostela, España: Servizo de Publicacións e Intercambio Científico de la Universidad de Santiago de Compostela.
  • Campos, A., y Ameijide, L. (2011). Exactitud de los juicios de aprendizaje (JOLs) y mnemotecnia de la palabra clave en adultos y ancianos. International Journal of Psychological Research, 4, 64-71.
  • Campos, A., Camino, E., y Pérez-Fabello, M. J. (2011). Using the keyword mnemonics method among adult learners. Educational Gerontology, 37, 327-335.
  • Campos, A., González, M. A., y Amor, A. (2004). Different strategies for keyword generation. Journal of Mental Imagery, 28 (3 & 4), 51-58.
  • Campos, A., Pérez-Fabello, M. J., y Camino, E. (2010). Eficacia de la mnemotecnia de la palabra clave en personas adultas. Psicothema, 22, 752-757.
  • Campos, A., Rodríguez-Pinal, M. D., y Pérez-Fabello, M. J. (2013). Aprendizaje del idioma gallego mediante la mnemotecnia de la palabra clave, en personas bilingües, altas en control de imagen. Revista de Investigación en Educación,
  • Carney, R. N., y Levin, J. R. (2000). Fading mnemonic memories: Here’s looking anew, again! Contemporary Educational Psychology, 25, 499-508.
  • Cosentino, S., Metcalfe, J., Holmes, J., Steffener, J., y Stern,Y. (2011). Finding the self in metacognitive evaluations: Metamemory and agency in non demented elders. Neuropsychology, 25, 602-612.
  • Dunlosky, J., y Nelson, T. O. (1994). Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur? Journal of Memory and Language, 33, 545-565.
  • Eakin, D. K., y Hertzog, C. (2012). Immediate judgments of learning are insensitive to implicit interference effects at retrieval. Memory & Cognition, 40, 8-18.
  • González, M. A., Amor, A., y Campos, A. (2003). La mnemotecnia de la palabra clave. A Coruña, España: Servizo de Publicacións de la Universidad de A Coruña.
  • Kennedy, M. J. (2011). Effects of content acquisition podcast on vocabulary performance of secondary students with and without learning disabilities. Tesis. Universidad de Kansas, Kansas. Recuperado de http://kuscholarworks.ku.edu/dspace/bitstream/1808/8150/1/Kennedy_ku_0099 D_11395_DATA_1.pdf
  • Levin, J. R., McCormick, C. B., Miller, G. E., Berry, J. K., y Pressley, M. (1982). Mnemonic versus nonmnemonic vocabulary-learning strategies for children. American Educational Research Journal, 19, 121-136.
  • Metcalfe, J., Eich, T. S., y Castel, A. D. (2010). Metacognition of agency across the lifespan. Cognition, 116, 267-282.
  • Nelson, T. O., y Dunlosky, J. (1992). How shall we explain the delayed-judgment-oflearning effect? Psychological Science, 2, 267-270.
  • Nelson, T. O., y Narens, L. (1990). Metamemory: A theoretical framework and new findings. En G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 125-173). New York, NY: Academic Press.
  • Peynircioglu, Z. F., Brandler, B. J., Hohman, T. J., y Knutson, N. (en prensa). Metacognitive judgments in music performance. Psychology of Music,
  • Pressley, M., Levin, J. R., y Miller, G. E. (1982). The keyword method compared to alternative vocabulary-learning strategies. Contemporary Educational Psychology, 7, 50-60.
  • Troutt-Ervin, E. D. (1990). Application of keyword mnemonics to learning terminology in the college classroom. Journal of Experimental Education, 59, 31-41.
  • Valle, F. (1998). Normas de imaginabilidad. Oviedo, España: Servicio de Publicaciones de la Universidad de Oviedo.