Comparison of the efficacy of two name-learning techniques: expanding rehearsal and name-face imagery.
Two name-learning techniques were compared: expanding rehearsal and name-face imagery. Participants studied name-face associations and were given a cued recall test in which they were presented with a face and were to recall the name. They were presented with either an expanding rehearsal schedule (expanding condition), a distinctive facial feature coupled with a word phonologically similar to the last name and an interactive image linking the name and facial feature (name-face imagery condition), or a no memory (control) strategy. The expanding rehearsal schedule led to superior name learning relative to the name-face imagery and control conditions after a 15-min (Experiment 1) or 48-hr (Experiment 2) retention interval. In Experiment 3, the retrieval practice explanation was tested but not supported; we argue that an encoding variability interpretation is consistent with the overall pattern of results. Applied implications are also discussed.
Neuschatz
Jeffrey S
JS
Department of Psychology, University of Alabama at Huntsville, 35899, USA. neuschaj@email.uah.edu
Preston
Elizabeth L
EL
Toglia
Michael P
MP
Neuschatz
Joseph S
JS
D001245:Association Learning; D005145:Face; D005556:Form Perception; D006801:Humans; D007092:Imagination; D008568:Memory; D011939:Mental Recall; D009275:Names; D011214:Practice, Psychological; D012660:Semantics