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Blue…Indigo…Violet。
Other Mnemonics You Might Want To Give Your Students
The order of the planets from the sun： “Meek Violet Extraterrestrial Make Just Such
Unusual New Pets。” （Mercury； Venus； Earth； Mars； Jupiter； Saturn； Uranus；
Neptune； Pluto）
The most mon elements in the human body： “P。 COHN’S CaFe” （Phosphorus；
Carbon； Oxygen； Hydrogen； Sulfur； Calcium； Iron （Fe））
The order of taxonomic classification of plants and animals： “Kings Prefer Crowns Or
Fairly Grand； Similar Vanities。” （Kingdom； Phylum； Class； Order； Family；
Genus； Species； Variety）
The best metric system prefixes； in descending order： “Kangaroos Hop； Dancing
Despite ing Motherhood。” （Kilo （thousandfold）； Hecto （hundredfold）； Deka
（tenth part）； Centi （hundredth part）； Milli （thousandth part））
The order of operations in algebra： “Please Excuse My Dear Aunt Sally。” （Parenthesis；
Exponents； Multiplication； Division； Addition； Subtraction）
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Pi to fourteen decimal places （the number of letters in each word of the mnemonic）：
“Now； Dot； I find I still determine to suffer fools who laugh whenever grandpa
insults grandma。” 3。14159265358979
In this experiment； students will test the validity of the assertion that memory can be enhanced through
learning with the narrative chaining mnemonic method supplemented by a procedure that involves greater
depth of processing to overe a distractor。 In addition； there will be a delayed recognition test （as in
multiple…choice exams） to examine the effects of the independent variables on each of three dependent
measures。
1。 Word lists are posed of simple nouns high in imagery and concreteness。 There are two practice
lists and 10 experimental lists； each containing five words。
2。 Timing：
。 10 seconds for presentation of list
。 15…second wait before writing remembered words–this time is filled with either repetition of
words or “distraction” task of saying “Hello。”
。 15 seconds time to write remembered words
。 5–10–minute delay between pletion of the last immediate recall list and the start of the first
delayed recall
。 5–minute wait for the delayed recall （or less if students raise their hands when they cannot
recall any more words）； fill time with information about memory processes
。 2…4 minutes for recognition test。
3。 Presentation of word lists ideally should be tape…recorded by the instructor with the appropriate
timing sequences of presentation–wait/ filler tasks–recall units。 In addition to hearing the words
read aloud； students should see them as each list of five words （written large in magic marker on a
file folder） is held up by the instructor。
4。 Wait/filler tasks consist either of mere repetition of the five words in a list recited quietly but
publicly or also reciting aloud the word “Hello” for the 15…second wait interval。 “Hello” should be
a distractor that interferes with rehearsal and leads to poorer performance on immediate recall。
However； for delayed recall； the effect may be very different and contrary to the simple prediction
that repetition leads to better recall。
5。 Depth…of…processing es into play when； along with the distracting “Hello；” students are asked
to integrate the five words on a given list into a story。 They are to perform “narrative chaining” of
the individual words。 For example； flower…queen…army…kiss…street bees； “The flower queen’s army
kissed the street。”
The meaning value of the words is increased by this mnemonic device （the more vivid and bizarre is the
story）； and the distracting task requires greater effort to think about the story chain and retain its meaning
while simultaneously uttering “Hello。” This should result in superior delayed recall relative to rehearsal
via repetition。 This is the interesting feature of this demonstration。 If found； does the effect extend to
recognition as well as recall？
Materials
1。 Instructions。
2。 Word lists： 2 practice； 10 experimental。 Instructors should tape…record the lists and write each list （
5 words each） on file folders； also write REPEAT and HELLO on file folders。
3。 Immediate and delayed recall test forms for students； along with recognition test。
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4。 Answer keys for immediate and delayed recall； and recognition test （also in student Study Guide）。
Warn against looking ahead。
5。 Data tabulation sheet。
Subjects
Ten or more subjects would be ideal； but the demonstration is possible with as few as six students。 Each
student can participate as a subject； so the entire class is involved。
Time Required for Research
20 minutes for data collection； 10 minutes for data analysis。
Time Required for Discussion
10–20 minutes。
INSTRUCTIONS
1。 In this memory task you will listen and see lists of words that you are to remember。 Each list will
have five words； there will be two practice trials and 10 test trials。
2。 The word lists will be read aloud （on tape） slowly； and I will hold them up for you to see。 You will
wait 15 seconds until writing down as many as you can remember from each list。 You will have to
hold those five words in memory for 15 seconds before writing them down on the Recall Test
Answer sheets。
3。 During the 15…second interval； there will be an experimental variation that takes place； not between
subjects but within subjects。 Each of you will be his or her own control as we take repeated
measures on you across both conditions。 In the repeat condition； you are to repeat over and over the 5
words in a soft； but audible； voice and to think of nothing else but the individual words。 In the Hello
condition； you are to say “Hello” over and over in the same soft； but audible； voice during the 15
seconds。 The Hello condition poses a distraction to rehearsal。 To give it a little boost so it will not be
at a total disadvantage to the Repeat condition； make up a story that links the five words in a list。
This is called “narrative chaining；” in which unrelated words are chained to form a narration。
Make the story vivid and bizarre if you can。 You can form your narrative as soon as the list is
presented and/or silently to yourself while you are saying “Hello” aloud。
4。 Now let us have two practice trials。 I will hold up the condition cue first； then present the five
words。 After the last word； you repeat the five words aloud。 Now start。 （Word list read/shown； 15
seconds for rehearsal。） Stop！ Write on your Recall Test Answer sheet the words you recall。 （Be sure
each student is reciting aloud。） Now； the Hello practice trial （as before）。
5。 We are ready for the test trials。 The Repeat and Hello trials will be alternated； with Repeat ing
on trials 1； 3； 5； 7； and 9； and Hello on trials 2； 4； 6； 8； and 10。 Before each list I will hold up either
the Repeat or Hello card and you recite the 5 words or say Hello as often as you can during the 15
seconds before writing down as many words as you can remember on the form in your workbook。
Begin。
6。 （After the last list； have students turn their tally sheet over while you fill the 5…10 minute delay
interval with talk about mnemonics； memory enhancements； or information processing models of
memory。）
7。 OK； now let us assess your delayed recall。 How many of the 50 words on both Repeat and Hello
lists do you recall？ Use the Delayed Recall sheet in your workbook to write down all the words you
recall now； in any order。 When you cannot recall any more； raise your hand to signal that you are
ready for the next task。 （Give 5 minutes maximum for delayed recall。）
8。 Please turn that tally sheet over。 Now you will take a recognition test of the words to which you
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were exposed。 In your workbook is a Recognition Test that includes the 50 original words plus 50
others not in the original lists。 Circle each one you think was on one of the original lists you heard
and saw。 Do it as quickly as you can。
9。 It’s time for you to calculate the results for each of the three measures of memory separately； using
the answer keys in your workbook。 When you have done so； fill in the Data Tabulation Sheet in
your workbook； state you