Psychology Students’ Knowledge and Use of Mnemonics

Abstract

Mnemonics are strategies that can enhance learning and memory of course material. An online survey examined psychology students’ metacognitive awareness and self-reported behaviors regarding mnemonics. Results showed that most participants could define mnemonics, but only a minority could describe the cognitive mechanisms involved. Participants were more familiar with some mnemonics ( acronyms and acrostics) compared to others ( pegword); further, the most common sources of mnemonics were those created by the students themselves and those provided by the instructors. Usefulness of mnemonics was rated at a moderate level compared to other common study strategies. Finally, the ratings for mnemonics were positive and correlated with independent measures of metacognition as well as psychology course experience. Findings are discussed in the context of increasing mnemonics in psychology education.