The mnemonic influence of self-cues on narrative recall
Curtin University of Technology
Faculty of Community Services, Education and Social Sciences
School of International, Cultural and Community Studies
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.