Latin vocabulary acquisition: an experiment using information-processing techniques of chunking and imagery

This study investigated the effects of chunking & imagery, two information-processing techniques, on Latin vocabulary acquisition & memory retention. A total of 121 students enrolled in high school Latin I classes participated. Following a pretest, study participants were divided into four groups & provided a list of 21 Latin vocabulary words to study. Comparison Group A received the list of words grouped randomly into three groups of seven. Comparison Group B & C received the list of words categorized by related definition into three groups of seven. Comparison Group C received a five-minute imagery treatment prior to the immediate posttest. The Control Group X received neither a chunking technique nor an imagery treatment. Immediate & delayed posttests revealed significant differences between the groups. Imagery & chunking instruction were found to improve student performance among study participants. 2 Tables, 4 References. Adapted from the source document