{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1488"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1488","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Metamemory and Mnemonics: a Study of Elementary School Memory Strategies","abstract":"Certain memory techniques have been proven effective since ancient times, yet current educational practice seems to ignore the importance of teaching these strategies to children. Since one cannot teach skills of which he is unaware, this study reviewed historical memory methods. A questionaire was used to assess graduate students' recall of how they were taught to remember, and their percieved methods of teaching memory strategies to students. A high percentage of participants believe that they were not taught memory strategies, but that they have developed their own methods of remembering. The questionaire asked for examples of single use mnemonics, and a compendium of those mnemonics was included in this study. An adapted questionaire was given to fourth and fifth graders and their teachers to survey metamemory and familiarity with single use mnemonics.","abstract_html":"Certain memory techniques have been proven effective since ancient times, yet current educational practice seems to ignore the importance of teaching these strategies to children. Since one cannot teach skills of which he is unaware, this study reviewed historical memory methods. A questionaire was used to assess graduate students' recall of how they were taught to remember, and their percieved methods of teaching memory strategies to students. A high percentage of participants believe that they were not taught memory strategies, but that they have developed their own methods of remembering. The questionaire asked for examples of single use mnemonics, and a compendium of those mnemonics was included in this study. An adapted questionaire was given to fourth and fifth graders and their teachers to survey metamemory and familiarity with single use mnemonics.","abstract_has_math":false,"creators":["Martin, Carol"],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Darrell Roubinek"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987-07-01T07:00:00Z","date_published":"1987-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Carol Martin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/487","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darrell Roubinek"]},{"key":"dc:creator","label":"Author","values":["Martin, Carol"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Carol Martin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/487"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Certain memory techniques have been proven effective since ancient times, yet current educational practice seems to ignore the importance of teaching these strategies to children. Since one cannot teach skills of which he is unaware, this study reviewed historical memory methods. A questionaire was used to assess graduate students' recall of how they were taught to remember, and their percieved methods of teaching memory strategies to students. A high percentage of participants believe that they were not taught memory strategies, but that they have developed their own methods of remembering. The questionaire asked for examples of single use mnemonics, and a compendium of those mnemonics was included in this study. An adapted questionaire was given to fourth and fifth graders and their teachers to survey metamemory and familiarity with single use mnemonics."]},{"key":"dc:title","label":"Title","values":["Metamemory and Mnemonics: a Study of Elementary School Memory Strategies"]}]}],"canonical_facts":{"dc:contributor":["Darrell Roubinek"],"dc:creator":["Martin, Carol"],"dc:description.abstract":["Certain memory techniques have been proven effective since ancient times, yet current educational practice seems to ignore the importance of teaching these strategies to children. Since one cannot teach skills of which he is unaware, this study reviewed historical memory methods. A questionaire was used to assess graduate students' recall of how they were taught to remember, and their percieved methods of teaching memory strategies to students. A high percentage of participants believe that they were not taught memory strategies, but that they have developed their own methods of remembering. The questionaire asked for examples of single use mnemonics, and a compendium of those mnemonics was included in this study. An adapted questionaire was given to fourth and fifth graders and their teachers to survey metamemory and familiarity with single use mnemonics."],"dc:identifier":["https://bearworks.missouristate.edu/theses/487"],"dc:rights":["© Carol Martin"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["Metamemory and Mnemonics: a Study of Elementary School Memory Strategies"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:29Z"}