Effects of Test-like Practice and Mnemonics on Learning Geographic Facts

Abstract

A common task in elementary geography is matching names in text to map locations for later reference. Four classes, 50% Anglo and 50% Black, were taught by one teacher in listen/discriminate baseline, adjunct test-like practice, mnemonics, and test-like practice plus mnemonics treatments. Test-like practice and mnemonics scores did not differ, but mnemonics were more effective than the baseline. The combination of mnemonics and practice improved recall by 160%. Clearly, a variation of Pressley and Levin's methods work effectively in this practical situation. Effects of mnemonics and practice seem complementary.

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