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Sammlung von Studien:
Bellezza, (1983), Mnemonic – device instruction with adults, Cognitive Strategy Research: Psychological foundations
Brigham, R., & Brigham M. (2001). A focus on mnemonic instruction. Current practice alerts: Division for Learning Disabilities and Division for Research of the Council for Exceptional Children
De Beni und Cornoldi, (1985), Effects oft he mnemotechnique of loci in the memorization of concrete words, Acta Psychologica, 60
Greenwald, A., Spangenberg E., Pratkanis A., Eskenazi J.,(1991) Double blind test of subliminal self-help audio tapes, Psychological Science, 2
Raugh, M.; Atkinson, R. (1975a) A mnemonic Method for Learning a Second-Langauge Vocabulary, Journal of Educational Psychology
Raugh, M.; Atkinson, R. (1975b) Teaching a Large Russian Language Vocabulary by the Mnemonic Keyword Method: Office of Naval Research, Psychological Sciences Division
Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1994). The effects of a recall enhancement routine on the test performance of secondary students with and without learning disabilities. Learning Disabilities Research & Practice, 9, 2–11.
Carney, R. N., & Levin, J. R. (2000). Mnemonic instruction with a focus on transfer. Journal of Educational Psychology, 92(4) , 783–790.
Condus, M. M., Marshall, K. J., & Miller, S. R. (1986). Effects of the keyword mnemonic strategy on vocabulary acquisition and maintenance by learning disabled children. Journal of Learning Disabilities, 19, 609–613.
Foil, C. R., & Alber, S. R. (2002). Fun and effective ways to build your students’ vocabulary. Intervention in School & Clinic, 37(3), 131–140.
Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis of meta analysis: What works in special education and related services. Teaching Exceptional Children, 29 (6) , 4–9.
Fulk, B. J. M. (1994). Mnemonic keyword strategy training for students with learning disabilities. Learning Disabilities Research & Practice, 9, 179–185.
Graves, A., & Levin, J. (1989). Comparison of monitoring and mnemonic text-processing strategies in learning disabled students. Learning Disability Quarterly, 12 , 232–236.
Hwang, Y., & Levin, J. R. (2002). Examination of middle-school students’ independent use of a complex mnemonic system. The Journal of Experimental Education, 71(1), 25–38.
King-Sears, M. E., Mercer, C. D., & Sindelar, P. (1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction. Remedial and Special Education, 13, 22–33.
Mäntylä, (1986), Optimizing cue effectiveness: Recall of 500 and 600 identically words. Journal of Experimental Psychology
King-Sears, M. E., Mercer, C. D., & Sindelar, P. (1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction.Remedial and Special Education, 13, 22–33.
Mastropieri, M. A., Emerick, K., & Scruggs, T. E. (1988). Mnemonic instruction of science concepts. Behavioral Disorders, 14 , 48–56.
Mastropieri, M. A., & Scruggs, T. E. (1998). Enhancing School Success with Mnemonic Strategies. Intervention in School and Clinic, 33, 201–208.
Mastropieri, M. A., & Scruggs, T. E. (1988). Increasing the content area learning of learning disabled students: Research implementation. Learning Disabilities Research, 4, 17–25.
Mastropieri, M. A., & Scruggs, T. E. (1989a). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1 , 83–111.
Mastropieri, M. A., & Scruggs, T. E. (1989b). Mnemonic social studies instruction: Classroom applications. Remedial and Special Education, 10 (3), 40–46.
Mastropieri, M. A., Scruggs, T. E., Bakken, J. P., & Brigham, F. J. (1992). A complex mnemonic strategy for teaching states and capitals: Comparing forward and backward associations. Learning Disabilities Research & Practice, 7, 96–103.
Mastropieri, M. A., Scruggs, T. E., Fulk, B.J.M. (1990). Teaching abstract vocabulary with the keyword method: Effects on recall and comprehension.Journal of Learning Disabilities, 23, 92–96.
Mastropieri, M. A., Sweda, J., & Scruggs, T. E. (2000). Teacher use of mnemonic strategy instruction. Learning Disabilities Research and Practice, 15, 69–74.
Scruggs, T. E., & Mastropieri, M. A. (2000). The effectiveness of mnemonic instruction for students with learning and behavior problems: An update and research synthesis. Journal of Behavioral Education, 10, 163–173.
Scruggs, T. E., & Mastropieri, M. A. (2000). Mnemonic strategies improve classroom learning and social behavior. Beyond Behavior, 10(1), 13–17.
Scruggs, T. E., & Mastropieri, M. A. (1992). Classroom applications of mnemonic instruction: Acquisition, maintenance, and generalization. Exceptional Children, 58, 219–229.
Scruggs, T. E., Mastropieri, M. A., McLoone, B. B., Levin, J. R., & Morrison, C. (1987). Mnemonic facilitation of learning disabled students’ memory for expository prose. Journal of Educational Psychology, 79, 27–34.
Thompson, Cowan, & Frieman, (1991), The spacing effect in young children´s free recall, support for automatic process explenations
Uberti, H. Z., Scruggs, T. E., & Mastropieri, M. A. (2003). Keywords make the difference! Mnemonic instruction in inclusive classrooms. Teaching Exceptional Children, 10(3), 56–61.