Mnemonic versus nonmnemonic vocabulary-learning strategies: Additional comparisons.

The keyword method of vocabulary learning was compared with 5 methods designed to increase semantic processing of the definitions of the vocabulary words. In Exps I–III with 254 undergraduates, recall of the definitions from the vocabulary words was the critical dependent measure, with the keyword method producing greater learning than in any of the semantic-based or control conditions. None of the semantic-based conditions facilitated definition recall relative to a no-strategy control condition. In Exps IV and V with 144 Ss, the keyword method, 2 semantic strategies, and the no-strategy control procedure were compared with respect to associative and response-learning components of vocabulary learning. The keyword method enhanced vocabulary/definition (associative) learning but not definition (response) learning per se. In contrast, the semantic conditions tended to increase nonassociative learning of the definitions. Results bolster the case that the keyword method is a vocabulary-learning procedure superior to semantic-based strategies advocated by reading theorists. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)