Generating mnemonics boosts recall of chemistry information.

Jonathan G. Tullis, Jiahui Qiu

Research output: Contribution to journalArticlepeer-review


Students frequently generate mnemonic cues to help them remember difficult or abstract information (Tullis & Maddox, Metacognition and Learning, 2020, 15, 129). Self-generated mnemonics have the potential to be particularly effective means of remembering target information because they can transform abstract information into meaningful units, connect information to existing schema, and create distinct retrieval routes to the targets. Across five experiments, we compared the effectiveness of self-generated mnemonics to mnemonics generated by others for remembering chemistry information. Generating one’s own mnemonics consistently boosted recall for both the chemistry content and the mnemonic itself. However, experimentally boosting recall of mnemonics through retrieval practice did not affect recall of associated chemistry content. These results indicate that improved recall of chemistry content is not caused by better recall of the mnemonic itself; rather, generating a mnemonic involves deep and effortful processing of chemistry content that boosts recall more than reading someone else’s mnemonic. (PsycInfo Database Record (c) 2021 APA, all rights reserved) <strong xmlns:lang="en">Public Significance Statement—Creating their own mnemonics can help students remember chemistry content and the mnemonic better than reading mnemonics generated by others. Generating mnemonics is an effective strategy to remember information because it prompts students to deeply process the material. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Original languageEnglish (US)
JournalJournal of Experimental Psychology: Applied
StateAccepted/In press - 2021


  • generation
  • metacognitive control
  • mnemonics

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology


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