Comparison of the Efficacy of Two Name-Learning Techniques: Expanding Rehearsal and Name-Face Imagery

Two name-learning techniques were compared: expanding rehearsal and nameface 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 (e...

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Bibliographic Details
Published in:The American journal of psychology 2005-03, Vol.118 (1), p.79-102
Main Authors: Neuschatz, Jeffrey S., Preston, Elizabeth L., Toglia, Michael P., Neuschatz, Joseph S.
Format: Article
Language:English
Subjects:
Academic achievement
Association Learning
Biological and medical sciences
Cognitive style
Comparative analysis
Comparative studies
Cued recall
Efficacy
Encoding
Face
Face recognition (Psychology)
Faces
Family names
Form Perception
Fundamental and applied biological sciences. Psychology
Given names
Human
Humans
Imagery
Imagination
Keywords
Learning
Learning strategies
Learning theory (Psychology)
Learning, Psychology of
Learning. Memory
Memory
Memory recall
Mental Recall
Methods
Mnemonics
Names
Perceptions
Personal names
Physical characteristics
Physiological aspects
Practice (Psychology)
Psychological aspects
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Rehearsal
Rehearsal techniques
Retrieval
Semantics
Social Sciences
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Summary:Two name-learning techniques were compared: expanding rehearsal and nameface 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.
ISSN:0002-9556
1939-8298
DOI:10.2307/30039044