The mnemonic influence of self-cues on narrative recall
Document Type
Journal Article
Publisher
Curtin University of Technology
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of International, Cultural and Community Studies
RAS ID
1336
Abstract
A major issue in educational design is the provision of techniques which enhance learners' memory processes. A mnemonic advantage has been observed in cognitive research for self-cues. Self-cues are one or a few words provided by the learner, rather than a third party, about a paragraph. This study explored the effect of self-cues on the recall of narrative texts in learners of English as a second language. Under two general conditions, participants either read and recalled two narrative texts or read them and provided self-cues before recall. The results indicated that: a) self-cues facilitated the quantity of the recall (i.e., number of paragraphs recalled), regardless of whether or not participants were allowed to inspect their cues during recall, b) self-cues had no significant effect on the completeness with which each paragraph was recalled, c) paragraphs recalled at an earlier stage of output were more complete than those recalled at a later stage.
Access Rights
free_to_read
Comments
Sharifian, F. (2001). The mnemonic influence of self-cues on narrative recall. Issues in Educational Research, 11(1), 15-24.