The Experts below are selected from a list of 288 Experts worldwide ranked by ideXlab platform
Phillip J. Belfiore - One of the best experts on this subject based on the ideXlab platform.
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Mnemonics strategy development improving alphabetic understanding in turkish students at risk for failure in efl settings
Journal of Behavioral Education, 2005Co-Authors: Ulviye Sener, Phillip J. BelfioreAbstract:The purpose of this study is to investigate the effects of integrated Mnemonics on consonant letter naming and consonant sound production for three 4th grade Turkish students, at-risk for failure in an English-as-a-Foreign-Language (EFL) classroom. Mnemonic picture cards, where the target consonant letter was embedded as an integral part of the picture, were developed (e.g., the letter C as the clock, the letter D as the drum). Results showed that (a) all three students reached mastery on consonant letter naming, and (b) all three students showed marked improvement for consonant sound production, with one student reaching mastery. Letter-sound correspondence performance remained near instructional levels one week post-intervention. Generalization data showed students could produce some words that began and ended with consonant sounds, once consonant letter-sound correspondence was mastered.
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using Mnemonics to increase early literacy skills in urban kindergarten students
Journal of Behavioral Education, 2002Co-Authors: Valerie Agramonte, Phillip J. BelfioreAbstract:The purpose of this study was to examine the effects of an integrated Mnemonics strategy on consonant letter naming and consonant sound production on three kindergarten students at-risk for academic failure. Flashcards were developed where the target capital letter was enhanced and imbedded as part of the known picture (e.g., the letter D as the doorknob on a door, the letter F as the flag and flagpole). The mnemonic strategy was assessed using a multiple baseline across students design. Results showed that all three students increased in both the number of consonants named and the number of consonant sounds produced. In addition, all three students maintained performance at the 1 and 3 week followup. Also, based on a pre- and post-assessment, 2 students demonstrated generalization to the ability to name words beginning with consonants letter-sound learned.
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Effects of Integrated Picture Mnemonics on the Letter Recognition and Letter-Sound Acquisition of Transitional First-Grade Students with Special Needs:
Learning Disability Quarterly, 1997Co-Authors: Barbara J. Mushinski Fulk, Dee Lohman, Phillip J. BelfioreAbstract:The effects of an integrated picture mnemonic strategy on the letter-sound acquisition of three transitional first-grade students with special needs were investigated using a multiple-baseline-across-students design. Following a baseline period, 20 consonant letters were presented using integrated picture Mnemonics. Data were also collected on letter recognition, and students were questioned to determine if they were aware of their strategy use. Results indicated that integrated picture Mnemonics were an effective instructional technique for increasing letter-sound acquisition and letter recognition. Followup data collected at two-week and four-week delay intervals demonstrated that results maintained over time.
Scott Border - One of the best experts on this subject based on the ideXlab platform.
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the twelve cranial nerves of christmas Mnemonics rhyme and anatomy seeing the lighter side
Anatomical Sciences Education, 2019Co-Authors: Claire F Smith, Scott BorderAbstract:Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (Skin, Connective tissue, Aponeurosis, Loose areolar tissue, Pericranium). There has been concern by some educators that using Mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that Mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using Mnemonics and rhyme is as valid today as it has been for centuries.
Emmanuel Manalo - One of the best experts on this subject based on the ideXlab platform.
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using mnemonic images and explicit sound contrasting to help japanese children learn english alphabet sounds
Journal of applied research in memory and cognition, 2013Co-Authors: Emmanuel Manalo, Yuri Uesaka, Koki SekitaniAbstract:Abstract Although Mnemonics have been shown to be effective in remembering letter-sound associations, the use of foreign words as cues for English phonemes had not been investigated. Learning phonemes in Japan is challenging because the Japanese language is based on a different sound unit called mora (mostly consonant-vowel combinations). This study investigated the effectiveness of using mnemonic images utilizing Japanese words as cues for the phonemes, and explicit sound contrasting of phonemic sounds with morae they could be confused with, in facilitating children's acquisition of knowledge about alphabet letter-sound correspondence. The participants were 140 6th-grade Japanese students who were taught phoneme-consonant correspondence, with or without the use of Mnemonics or explicit sound contrasting. Analysis of the students’ pre- and post-instruction assessments revealed significant interaction effects between types of instruction provided and instruction phase, indicating better performance in letter-sound association as a consequence of the inclusion of both Mnemonics and explicit sound contrasting.
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uses of Mnemonics in educational settings a brief review of selected research
Psychologia, 2002Co-Authors: Emmanuel ManaloAbstract:The wide-ranging applications of mnemonic strategies in educational settings are reviewed through selected examples of research studies that have been undertaken during the past couple of decades. These studies point out the effectiveness of these strategies not just in teaching many kinds of information that students often find difficult to remember, but also in teaching those with special learning needs. The varieties of mnemonic strategies that exist are highlighted — from simple keywords for remembering new vocabulary words to a sophisticated method for remembering procedures that was developed in Japan. Common misconceptions about the use of mnemonic techniques are noted, followed by some of the more recent research findings on people’s use of these techniques that ought to dispel many of the misgivings associated with their use. Finally, possible future research directions on Mnemonics and their uses are discussed.
Schubert Foo - One of the best experts on this subject based on the ideXlab platform.
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ubiquitous shortcuts Mnemonics by just taking photos
Human Factors in Computing Systems, 2013Co-Authors: Mikko Rissanen, Owen Noel Newton Fernando, Horathalge Iroshan, Natalie Pang, Schubert FooAbstract:Ubiquitous Shortcuts is an image processing based method for making and using Mnemonics set onto the real world using smartphones or other computing systems. The Mnemonics can be created by taking photos of the user's vicinity and by binding them onto command sequences. The mnemonic is triggered every time a similar photo is taken. Our method uses natural feature matching algorithms and end-user programming approaches. The Mnemonics can be concatenated into more complex command sequences. Thus, limited user input is realized by just taking photos with a camera embedded into a finger-ring, which enables rapid, subtle and socially acceptable user interaction. Our method can be used as semi-automatic way of achieving location and context sensitive services, activity recognition or tangible interaction.
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CHI Extended Abstracts - Ubiquitous shortcuts: Mnemonics by just taking photos
CHI '13 Extended Abstracts on Human Factors in Computing Systems on - CHI EA '13, 2013Co-Authors: Mikko Rissanen, Owen Noel Newton Fernando, Horathalge Iroshan, Natalie Pang, Schubert FooAbstract:Ubiquitous Shortcuts is an image processing based method for making and using Mnemonics set onto the real world using smartphones or other computing systems. The Mnemonics can be created by taking photos of the user's vicinity and by binding them onto command sequences. The mnemonic is triggered every time a similar photo is taken. Our method uses natural feature matching algorithms and end-user programming approaches. The Mnemonics can be concatenated into more complex command sequences. Thus, limited user input is realized by just taking photos with a camera embedded into a finger-ring, which enables rapid, subtle and socially acceptable user interaction. Our method can be used as semi-automatic way of achieving location and context sensitive services, activity recognition or tangible interaction.
Stephan Schwan - One of the best experts on this subject based on the ideXlab platform.
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Visual Mnemonics for Language Learning: Static Pictures versus Animated Morphs
Journal of Educational Psychology, 2012Co-Authors: Alexander Soemer, Stephan SchwanAbstract:The literature on learning with animations has focused so far on subject matters in which changes over time depicted in the animation are mapped onto changes over time in the reality of the concepts to be learned. The experiments presented in this article, however, suggest that also a nontemporal mapping of facts, as in paired-associate learning with visual Mnemonics, can profit from temporally changing displays. In 2 experiments, Sino-Japanese characters and their meanings were learned with either static pictures or animated morphs as visual encoding Mnemonics. The results show that both types of encoding Mnemonics improved paired-associate learning compared to a nonmnemonic control group. The positive effects of encoding Mnemonics remained stable over a period of 1 week. Experiment 1 showed a superiority of static pictures over animated morphs. However, this effect disappeared when the relative length of presentation time of characters and pictures in both static and animated mnemonic conditions was held constant (Experiment 2). Furthermore, how good a character's visual shape represents its associated meaning seems to be a powerful predictor of learning, regardless of learning method. The results are interpreted in terms of task-appropriate mental representations resulting from static and animated Mnemonics, in particular the availability and the extractability of cues in a visual display.
