MEMORIZATION

RESEARCH FINDING:

Memorizing  can help students absorb and retain the  factual  in-
formation on which understanding and critical thought are based.

COMMENT:

Most  children at some time memorize multiplication  tables,  the 
correct  spelling  of words,  historical dates,  and passages  of 
literature  such as the poetry of Robert Frost or the sonnets  of 
Shakespeare.   Memorizing  simplifies  the process  of  recalling 
information  and  allows its use  to  become  automatic.   Under-
standing  and  critical  thought can then build on this  base  of 
knowledge and fact.  Indeed, the more sophisticated mental opera-
tions of analysis, synthesis, and evaluation are impossible with-
out rapid and accurate recall of bodies of specific knowledge.

Teachers  can  encourage  students to develop  memory  skills  by 
teaching highly structured and carefully sequenced lessons,  with 
frequent reinforcement for correct answers.  Young students, slow 
students,  and students who lack background knowledge can benefit 
from such instruction.

In addition, teachers can teach "mnemonics," that is, devices and 
techniques  for  improving memory.   For  example,  the  mnemonic 
"Every  Good  Boy  Does Fine" has reminded generations  of  music 
students that E,  G, B, D, and F are the notes to which the lines 
on a treble staff correspond.   Mnemonics helps students remember 
more information faster and retain it longer.   Comprehension and 
retention are even greater when teachers and students connect the 
new information being memorized with previous knowledge. 


Anderson,  L.,  Evertson,  C.  M., and Brophy, J. E. (l979).  "An 
Experimental  Study of Effective Teaching in First-grade  Reading 
Groups."  The Elementary School Journal, Vol. 79, No. 4, pp. l93-
223. 

Bellezza, F. (l98l).  "Mnemonic Devices:  Classification, Charac-
teristics,  and Criteria."  Review of Educational Research,  Vol. 
51, No. 2, pp. 247-275.


Carlson,  R.  F.,  et al.  (January l976).   "Spontaneous Use  of 
Mnemonics  and Grade Point Average."  The Journal of  Psychology, 
Vol. 92, first half, pp. ll7-l22.

Gregg,  L.  (Ed.). (l972).  Cognition in Learning and Memory. New 
York:  John Wiley and Sons.

Rosenshine,  B.  V. (l983).  "Teaching Functions in Instructional 
Programs."  The Elementary School Journal,  Vol.  83,  No. 4, pp. 
335-35l.