Mnemonics

Background – Psychological research on witness interviewing focuses on the cognitive interview (CI) and the enhanced cognitive interview (ECI), as developed in the eighties and refurbished in the early nineties. It is argued that the CI/ECI techniques outperform the standard interview (SI) approach. Given the complex structure of human memory and psychology, the interviewing techniques best suitable for witness interviewing have remained controversial among the academia since that time. Aims – This scholarly paper aims to contrast the standard interview, the cognitive interview and the enhanced cognitive interview approach in order to make recommendations for further psychological research and police interviewing practice. Furthermore, the approaches are evaluated in light of vulnerable witnesses like children, persons with intellectual disabilities and the elderly. Methodology – The settings of witness interviewing, the problems surrounding investigation officers’ and criminal court practice, as well as the interviewing techniques are assessed by the way of literature review. Laboratory and field studies covering the period of 1984 to 2013 are discussed, representing previous research. Results – The CI/ECI techniques help in obtaining more information of higher accuracy from invulnerable and vulnerable witnesses (save for autism spectrum disorder (ASD) interviewees) as compared to the SI approach. Conclusion – As the CI/ECI techniques require training and the development of social skills, more educative efforts are necessary to establish the CI/ECI approaches among the investigation officers. From the viewpoint of future research, supporting the implementation in the field can be considered a worthwhile task.

Contained within the twenty-two picture cards of the Visconti-Sforza Tarot is a sacred open secret. 2 The Major Arcana is a visual representation of an ancient mnemonic system the formation of which is the central operation of the seminal Kabbalistic text the Sefer Yetzirah.
The paper was presented at the 22nd Annual Conference of the Arizona Center for Medieval and Renaissance Studies on Saturday, February 6th, 2016.

Abstract: Two decades after the discovery of the unique hominin variant of the FOXP2 language gene, much more has been revealed about the emergence, expansion, and comingling of both hominin populations and hominin genetic variants. Recently, identification of a unique hominin variant of the NF1 gene, and revelations about the importance of art (including objects, music, dance, and story) in the knowledge systems of oral (“non-literate”) societies, have together exposed additional interconnected pieces of the human evolutionary puzzle. Current understanding of NF1 gene function is primarily derived from study of the autosomal dominant disorder, Neurofibromatosis Type 1 (NF1), caused by a germline or early embryonic mutation of the NF1 gene that disrupts the function of its protein product, neurofibromin. This causes progressive development of neurofibromas (benign proliferative lesions of the nerve sheath), involving somatic mutation of the remaining functional allele. Persons with the NF1 disorder also often face challenges with attention/focus, spatial reasoning, executive function, prosodic interpretation, and musicality. Each of these skill areas are optimized in the presence of two fully-functional human-type NF1 alleles. These skills are also central to the knowledge systems of oral societies, especially in memorizing and passing on accurately (sometimes for millennia) vast quantities of life-sustaining information on resources, dangers, and strategies for navigation, cooperation, and survival. This study presents current evidence for the mechanics of, and relationships between, candidate genetic, somatic, and cultural elements of the extraordinary intellectual toolkit that enabled non-literate humans to populate or traverse every biome on Earth.

Malaysian students need to be skilful in both English and Malay in this global era. Matriculation students learn Biology in English, not their first language; as such my students have difficulty in remembering the facts. Musical mnemonics were used to enable my students remember the facts of the Calvin Cycle of Photosynthesis correctly; and in the right order. An independent-samples t-test showed that the approach enabled students to consolidate their memory processes; t (62) = 17.928, p=.0005. Based on the findings, I suggest that musical mnemonics should be used to facilitate recall of other biological processes including DNA replication and transcription. As a memorization tool, musical mnemonics must meet several criteria in order to be effective and I have suggested the criteria. The results of this study imply that, with innovations, Science can be successfully taught in English. In view of further research, a video CD of the mnemonics was created.

[Article in Swedish.]
"Reviewing a work by Franz Hessel, Walter Benjamin speaks of Berlin as a mnemonic device for the lonely wanderer. This article unpack this peculiar claim by arguing that Benjamin maps ars memoria, a technique for memorization in rhetoric, onto the modern cityscape. According to the art of memory to which Benjamin refers, emblems placed in an imagined series of rooms signify consecutive parts of a speech to be memorized. The mnemonic technique allows the trained orator to trace a narrative sequence through interconnected spaces that encase a chain of images. By treating the city as a mnemonic device, Benjamin indicates how the topography and visual character of the urban space may serve as a repository for narratives that circulate across city-dwelling generations. The Berlin flaneur uses movement through the city to release its deposited past. In Benjamin's review, the lonely wanderer emerges as part shaman and part tourist guide. "

An experiment was conducted with 311 undergraduates to examine potential impact of some novel factors on the serial position curve (SPC) in free recall of word lists.  The experiment differed from past SPC trials in several respects, including using semantically-related word lists and subjects who had recently studied memory strategies.  The resulting curves were unlike any found in the existing literature, lacking the characteristic “U”-shape in favour of “W”-shapes reflecting stronger recall for middle-list items.  Methodological details are compared closely with past research in an effort to explain the unexpected results. An explanatory interaction effect between semantically-related word lists and subject variables is ultimately proposed.  Further research is needed to evaluate this conjecture.

This article offers a detailed description of both the contents and the complex codicological reality found in the composite manuscript Engelberg 117. A scribal colophon asserts that the manuscript was written in 1203 but the
present state of the codex as well as the various late Gothic hands seen in it belies this date. In fact, this thoroughly remodeled copy of Peter Riga’s Aurora was probably produced in the late thirteenth-early fourteenth century. In addition to other previously unattested poetry, the codex contains an anonymous cursory versification of the Book of Revelation added at the end of Riga’s text. An edition and a short discussion of this unusual piece are also included in the article.

Wiener Galizien-Studien 4. Göttingen: Vienna University Press bei V&R unipress 2021

Wie reist man heute in historische Räume wie Galizien und vor allem wozu? Dies beantwortet der vorliegende Band, welcher zeitgenössische Repräsentationen von Galizien in polnischen und deutsch-sprachigen literarischen und publizistischen Reisetexten analysiert.
Magdalena Baran-Szołtys beleuchtet Funktionsweisen von Reisen in historische und geographische Räume und entwickelt daran anschließend die These von Galizien als einem Archiv(-Raum), in welchem gewisse Themen, Mythen und materielle Relikte aufbe-wahrt werden. Dabei sichtet sie drei Archivarten: historisch-litera-risches, familiäres und idiosynkratisches Archiv. Das entworfene Modell zur Untersuchung solcher Reisen liefert erhellende Erkenntnisse und ist für vergleichbar gelagerte europäische Räume wie Siebenbürgen oder die Bukowina anwendbar.

The article deals with mnemonic techniques that are used in foreign (English) language. Also, a brief review of foreign vocabulary with the algorithm of mastering through mnemonics is presented, which is illustrated by visual examples with the translation. In addition, we consider the principle of the human nervous system, based on which almost every individual is capable of mastering mnemonic techniques in a varying degree. Thanks to a brief historical reference, the prerequisites for the emergence of mnemonics are presented. Next part of the article deals with the positive and negative aspects of mnemonical techniques, which are based on the opinions of experts in the field of language, translation studies and pedagogy; the results of our practical implementation the mnemonic technique in the training process are demonstrated. The concluding part of the work is the formulation of our personal opinion on mnemonics, its main characteristics and expediency.

This study aimed to investigate the effectiveness
on mnemonic strategies compared with non-mnemonic
strategies in foreign language learning. To end this aim, 40
Iranian female EFL learners took part in this study. They
were divided into two classes of experimental group, in
which mnemonic strategies were strongly used, and control
group, in which these strategies were not presented. With
regard to the statistical findings of paired sample t-test and
independent sample t-test as well as the reported scores of
pretest and posttest exams, it was concluded that
mnemonics strategies are helpful to facilitate learning
vocabularies compared with non-mnemonic strategies.
Mnemonic strategies are of great importance and can
effectively be used in the process of foreign language
learning, as well.

Chinese language has almost one character per every word, therefore the memorization and the active use of the language for a speaker with a native Indo-European language background must be harder than for a Chinese person. Nonetheless, Matteo Ricci, a Jesuit missionary to China, was able to teach Chinese thanks to an ancient mnemonic method, which he transformed and applied to Chinese. I will search in history for the connection of this method with the field of languages, and apply this old method in teaching English words to a modern secondary school classroom. By doing this, I will try to prove whether this ancient mnemonic method, used in the 16th century by Matteo Ricci in China, is still applicable in today’s secondary school teaching environment, where I will focus on acquiring words in English as a foreign language.

I am planning a history of the notion of philosophical nonsense and naturally difficult historical and exegetical questions have come up.  Charles Pigden has argued that the notion goes back at least as far as Hobbes and that Locke, Berkeley, Hume, Kant (on some interpretations) and pragmatists such as William James, as well as numerous Twentieth-Century philosophers make use of it.  In this ‘paper’ I put forward for general discussion such questions as whether Hobbes was the first 'nonsensicalist', whether Kant was a 'nonsensicalist' at all, which philosophers if any have considered contradictions to be meaningless and whether Wittgenstein thought that his concept of criterion could legitimately be used verificationistically.  I shall continue to add further questions as they occur to me.

Learning Biology involves mastering declarative knowledge and mastering procedural knowledge. The 'Light-dependent Reactions of Photosynthesis' is a topic requiring procedural knowledge. Students have to remember the facts of the light-dependent reactions. They must also remember the order in which the steps of the reaction occur. Students of Malaysian Matriculation Colleges learn Biology in English, which is not their first language. As such, students have difficulty in remembering the light-dependent reactions of Photosynthesis. The purpose of this project is to help these students remember the facts correctly, and in the right order. The results of an independent samples t-test showed that this approach enabled students to consolidate their memory processes; t (146) = 21.08, p = 0.0005. The effect size was 0.8661. Based on the findings, the researcher proposed that musical mnemonics be used to facilitate remembering of other biological processes. As a learning tool, musical mnemonics must meet several criteria in order to be effective and the researcher has suggested the criteria. The results of this study imply that procedural knowledge in Biology can be successfully taught in English when teachers are innovative.

This article analyzes the structural composition of the chicana/o novel . . .y no se lo tragó la tierra, by Tomás Rivera, a book that has become a collec- tive point of reference for chicana/o culture and community. Its structure will be explained, including the importance of personal and collective memory as elements that evolve every chapter as a fragmentary part of a whole. The classi- cal concept of “art of memory” joined to the rhetoric of discourse opens a new perspective to analyze this fragmentation and helps the reader to understand the connection of its elements. Finally, the idea of “theater of memory” may be applied to the novel’s chicana/o universe as a dramatic device for structuring the narrator’s personal memories, achieving a final literary composition similar to a memorable, collective altarpiece full of impressive images from this community’s daily struggle in the 1960s.

This paper presents the audience of the Sermon on the Mount in Matthew 5-7 as the crowd with the disciples observing Jesus providing his promised "fishing lessons".  This paper outlines some of the mnemonics and rhetorical devices used in a persuasion and teaching program designed to be memorized and taught.  This paper focuses on the immediate context of the range of conflicts providing background to the request for the crowds (not just the disciples) to pray for their worst enemies (persecutors) and all those in lesser conflicts.  This was presented to the Scholars Forum of the Network of Biblical Storytellers August 5, 2014.  A 25 minute interaction session followed led by Dr. Phil Ruge-Jones and Dr. Tom Boomershine.

This contribution focuses on the structure of the Exeter Book as a collection. While earlier scholarship has for the most part either regarded the Exeter Book as a poetic miscellany without apparent structural principles or focused on shorter thematic sequences, this paper argues that the order of poems follows late antique and medieval principles of organizing knowledge based on mnemonic and topical practices. I believe that the search for thematic coherence has biased our understanding of the manuscript’s arrangement and hindered a clearer perception of some of the structural principles behind the compilation as a whole. Instead, I argue that the poems fall into a number of formal and functional categories that are arranged and structured according to the principles of late antique and medieval topics. This topical arrangement, rather than constituting a rigid and inflexible order, in fact highlights the material’s polysemous character, which it actively employs in order to shift focus or introduce new ordering principles without having to renounce preceding ones. The collection’s seeming diversity and patchiness can thus be linked to medieval semiotic procedures, which allow for the concurrence of multiple meanings and multi-dimensional structural principles.

АННОТАЦИЯ: Нарративизация памяти, прошлого, личного опыта – одно из ключевых направлений исследования нарративов как в отечественной, так и в зарубежной лингвистике. Настоящая статья посвящена мнемическому нарративу – особому типу нарратива, сконструированному на основе личного опыта и направленному на его осмысление и оценку. Мнемический нарратив выступает в качестве рекуррентного средства объективации памяти и обладает рядом структурных и лексико-грамматических особенностей, обусловленных спецификой его семантики. В статье определяются специфические параметры мнемического нарратива и описываются некоторые из его свойств. 

КЛЮЧЕВЫЕ СЛОВА: память, мнемический процесс, воспоминание, нарратив, нарративизация памяти, мнемический нарратив, репрезентация памяти, мнемическая нарратология.
ANNOTATION: Narrativization of memory, past and personal experience is a key avenue of narrative studies both in Russian and international linguistics. This paper focuses on mnemonic narrative which is a specific type of narrative based on personal experience and designed as a means of reflecting on and assessing one’s past. Mnemonic narrative is regarded as a recurrent form of representing memory and, as such, it has a number of structural and lexico-grammatical properties determined by its semantics. The paper discusses specific parameters of mnemonic narrative and describes some of its properties.

KEY WORDS: memory, mnemonic process, remembering, narrative, narrativization of memory, mnemonic narrative, representation of memory, mnemonic narratology.

Calculus is oftentimes avoided by most students due to the common notion of its difficulty
as a subject. Likewise, some studies revealed that most students find the topics in this subject very
abstract to understand. To address these problems, a mnemonic device called MnemoPow (Mnemonics
Power) was developed. A quasi- experimental study was conducted in the laboratory high school of one
state college in Sorsogon City to evaluate the effectiveness of the proposed mnemonic device. Two classes
composed of forty- five (n= 45) students each were involved in this study as controlled and experimental
group. The controlled group was introduced to Limit Theorems of Calculus using traditional lecture
method while the experimental group was exposed to MnemoPow Device. Results of Pretest and Posttest
were tested using t- test at 0. 05 level. Findings revealed that there is a significant difference between the
performance of both groups. MnemoPow Device was found to be an effective approach in teaching Limit
Theorems in Calculus

The degree of firm-level multinationality is a key dimension that spans all theoretical frameworks, levels of empirical analysis and domains of investigation in international business research. There is, however, no agreed approach to defining or measuring firm-level multinationality. This is reflected in inconsistent approaches to sample selection and empirical testing, and it has curtailed the advancement of the discipline.

Actes du colloque « Il pleut sur la ville. Colloque de Philosophie sur la mémoire », École Nationale Supérieure des Beaux-Arts, Bourges, 10 avril 2018

En 2007, dans un article intitulé « Technique, arts et pratiques de la mémoire en Grèce et à Rome  », Catherine Baroin se proposait de « recenser les principaux textes dont nous disposons sur les techniques (technai, technêmata) ou les arts (artes) de la mémoire en Grèce et à Rome afin de reconstituer la façon dont ils pouvaient être pratiqués  ». À la suite des grands historiens de l’art de la mémoire qui, tels Felice Tocco , Paolo Rossi  ou Frances Yates , avaient élaboré des études transversales qui soulignaient en particulier l’apport de la mémoire antique dans les cultures médiévales et modernes, Catherine Baroin « pass[e] en revue les sources grecques » et s’interroge « plus longuement sur ce qui fait la spécificité des arts de la mémoire à Rome », ainsi que « sur leur relation avec d’autres pratiques de la culture romaine  ». Son article contribue d’une façon très stimulante à l’histoire de l’art de la mémoire dans l’Antiquité, et constitue un point de vue inédit sur la manière dont les arts de la mémoire s’inscrivent dans la culture romaine.
Notre article entend produire un apport complémentaire à l’étude de Catherine Baroin. Il dressera un panorama des différentes conceptions de la mémoire depuis les présocratiques jusqu’aux premiers chrétiens, en la situant dans les atmosphères philosophique, rhétorique et médicale – trois domaines aux frontières poreuses, mais qui approchent le fait mnémonique en fonction d’exigences et de présupposés d’une grande variété.

В статье ставится задача поиска языковой единицы памяти, то есть минимального носителя мнемической информации, выступающего операндом мнемических процессов при выполнении различных операций памяти и репрезентируемого посредством естественного языка.
Языковая единица памяти рассматривается нами как базовый элемент сложно-структурированного комплекса память – информация – язык, выступающего в качестве подсистемы информационно-когнитивной системы высшего уровня, объединяющей язык, память, мышление, сознание и информацию. Основное назначение единицы памяти заключается в обеспечении бесперебойного функционирования механизма индивидуальной памяти, т.е. непрерывной работы мнемических процессов сохранения, хранения, восстановления и утраты информации. Известно, что процессы памяти протекают бессознательно и не поддаются самонаблюдению и самоописанию. Наши представления о работе механизма памяти базируются на ее «продуктах», в первую очередь, вербальных свидетельствах, фиксирующих результаты мнемических операций. Соответственно, важным свойством языковой единицы памяти является возможность воспроизведения в вербальной форме. Таким образом, стабильные функциональные качества и вербализуемость составляют ключевые свойства языковой единицы памяти, позволяющие дифференцировать ее среди других ментальных единиц.
Анализируя опыт отечественных исследователей памяти и ее процессов, автор выделяет три единицы, обладающие некоторым потенциалом в аспекте трансляции мнемического содержания. В качестве претендентов на статус единицы памяти рассматриваются концепт, мнемо-единица знаний и мнема. Концепты и мнемо-единицы знаний являются носителями личного прошлого опыта, выступающего объектом операций памяти в процессе мыслительной деятельности, при этом концепт уже давно является частью понятийного аппарата когнитивной лингвистики, тогда как понятие мнемо-единицы знаний еще мало известно в широких лингвистических кругах, несмотря на его высокий исследовательский потенциал. Лингвистическая теория мнемы на сегодняшний день также нуждается в дальнейшей разработке при том, что роль единицы памяти приписывалась мнеме еще около столетия назад. При обсуждении статуса концепта, мнемо-единицы знания и мнемы особое внимание уделяется их функциональным качествам и вербализуемости. В результате проведенного анализа автор приходит к выводу об отсутствии достаточных оснований для утверждения концепта, мнемо-единицы знаний и мнемы в статусе языковой единицы памяти, в первую очередь, в силу ограничений функционального характера.
Для решения поставленной задачи в статье вводится понятие меморемы, под которой понимается когнитивно-информационный комплекс, репрезентирующий дискретный эпизод мнемических переживаний субъекта. Меморема способна обеспечить непрерывную работу механизма памяти и стабильно репрезентируется в речи посредством мнемического высказывания, следовательно, может рассматриваться как языковая единица памяти в соответствии с установленными в работе критериями.

Ключевые слова: память, меморема, мнемическое высказывание, мнемический процесс, единица памяти, мнемический опыт, мнема, концепт, мнемо-единица знаний.

The article focuses on the problem of a linguistic memory unit, that is, a minimal carrier of mnemonic information serving as an operand of mnemonic processes and represented by means of a natural language. The linguistic memory unit is regarded as a basic element of the complicatedly structured complex which includes memory, information and language and serves as a subsystem of an information-cognition system of a higher level comprising language, memory, thinking, cognition and information. The main purpose of the memory unit is to ensure a continuous and smooth operation of the individual memory mechanism, in other words, ensure a failure-free and non-stop running of mnemonic processes of saving and storing information in memory as well as reproducing and losing information from memory.
It has been long known that memory processes run unconsciously and cannot be an object to self-monitoring or self-description. Our understanding of how the memory mechanism functions is based on memory “products”, primarily verbal evidence fixing results of mnemonic operations. Therefore, an important property of the linguistic memory unit is the ability to be represented verbally. Therefore, stable functional qualities as well as the potential for verbalization are key properties of the linguistic memory unit that allow differentiating it among other mental units.
On reviewing recent advances in Russian research into human memory and language, the author differentiates three units potentially capable of carrying and transmitting mnemonic information. Concepts, mnemo-units of knowledge and mnemes are regarded as candidate memory units. Both concepts and mnemo-units of knowledge function as carriers of personal past experience which becomes the object of mnemonic operations in the course of thinking. The concept is not a new notion in cognitive linguistics while the notion of mnemo-unit, despite its high research potential, is little known in the language studies community. The linguistic theory of mneme also requires further research, although the mneme was first considered a memory unit as long as a century ago. When discussing the status of the concept, the mnemo-unit of knowledge and the mneme in the paper, the author pays special attention to their functionality and verbalizability. Having analyzed relevant properties of the said units, the author arrives at the conclusion that there are no enough grounds to assign them the status of the linguistic memory unit mostly due to their functional limitations.
To resolve the problem set in the paper, the notion of memoreme is introduced. The memoreme is defined as a cognition-information complex representing a discrete episode of an individual’s mnemonic experience. The memoreme ensures continuous work of the individual memory mechanism and is verbally represented by a mnemonic utterance, therefore, it can be regarded as a linguistic memory unit in accordance with the criteria set in the paper.

Key words: memory, memoreme, mnemonic utterance, mnemonic process, memory unit, memory experience, mneme, concept, mnemo-unit of knowledge.

Статията се спира на въпроса как миметичният обрат изменя модусите, през които функционира паметта. Отношението на изкуство и памет е въведено чрез паралел между Омир и Платон, между епическия и философският опит да се противостои на забравата: как поетът Омир(Oдисея, XI) и философът Платон (Държавата, X) представят паметта и забравата в подземното царство. Омир, който се обръща към Мнемозина да му припомни образцовите събития, подвизите на герои и безсмъртни, сам ще стане образец за припомняне и подражание. Тази връзка на памет и подходящо за подражание (кой е най-добрият пример, кой е примерът препон) с оглед на една педагогическа практика ще бъде мощно подет от Платон, за да бъде агонално отвоювано правота на философската диалектика сред гъмжилото от съмнителни примери, давани от софисти, оратори, аеди, рапсоди, трагедиографи, комедиографи. На втора стъпка, текстът подема бавно четене на „Софистът“ на Платон, чрез което разделя миметичното на автентичен мимесис и хетерогенен мимесис. Това разподобяване е видяно като условие за възможност пред понятието за двойник в литературата.

Ключови думи: Мнемозина, анамнезис, мимесис, памет, аед, пример, ксоанон, двойник, eikon, eidolon, phantasma, софист, философ

The anthology collects texts that illustrate the presence of memory issues in the consciousness of the man of the first half of the 19th century. As the author explains in the introduction, the title "metaphors" are peculiar glasses or lenses, through which memory was perceived, because memory as such, despite its apparent intelligibility, has always been a phenomenon so elusive that its description required the use of various metaphorical analogies and explanations (see Douwe Draaisma's books). Examples of such metaphors - some of them already known in antiquity - are the wax seal, book, garden, calendar, labyrinth, coin or medal, exhibition of memorabilia, grave, prison, travel, daguerreotype; metaphors might also be found in medical and neurological treatises. A special way of conceptualizing memory was the mnemotechnical theories developed in the 19th century, to which a separate part of the book is dedicated. The book also contains texts translated by the author (in whole or in fragments), allowing to present the problem of memory in a somewhat broader context. Anthology is the answer to the increased interest in this subject in contemporary humanities and social sciences (Memory Studies).

A study was conducted with an aim of investigating the different approaches used by both EFL learners and educators to learn and teach vocabulary respectively. In the study, particularly two different techniques were focused on: The "Memorisation" technique which is one of the most applied methods in teaching vocabulary and the "Mnemonic" technique, which is thought to produce higher results in teaching vocabulary by most scholars. An experiment was carried out to compare the efficiency of these two methods. A group of students from Khoja Akhmet Yassawi University Preparatory Faculty in Kazakhstan were chosen to participate in the experiment. The factor that makes this study different from other studies in the scope of its field is that the training given at the time of the "mnemonic" education was not in the native language of the students, which is Kazakh. The students had been learning Turkish as a foreign language. The acquired findings after the experiments, throughout pre and post tests indicated that although the participants did not receive education in their native language during the experiment, the use of the mnemonic technique gave better results compared to the rote learning technique.

"The “Memoria” recovered: C. Umhauser, Artificiosa memoria, [Speyer], C. Hist, [1499-1500]

Christian Umhauser is a minor figure in fifteenth-century German literature in Latin, the author of a treatise entitled Artificiosa memoria. The essay examines a hitherto unknown copy (the only one thought to survive) of one of the three recorded editions of the work, recently discovered in the Biblioteca Trivulziana in Milan."

The purpose of this paper is to describe mnemonics as a useful way of memorising difficult words and other items in foreign language lessons. I will present the definition and the origin of the term mnemonic, discuss the effectiveness of mnemonics and provide an example of a mnemonic technique which can be successfully used in foreign language lessons, namely, the keyword method. Despite the fact that the use of mnemonics has been shown to be highly effective in foreign language learning, data collected in an upper secondary school indicates fragmentary knowledge of mnemonics and their use among students.