Build Your Vocabulary Skills! A Quick and Easy Method - John LaCarna 2017

Appendix

Suggested Projects for the Researcher

This book can be used for research into the effectiveness of mnemonic learning as compared to conventional methods, and on the effects that significant improvements in vocabulary have on such areas as reading comprehension, self-esteem, and performance on various psychological, academic and professional tests in which English vocabulary is a component.

Most studies in these areas have utilized a limited number of words. The 1413 words treated here allow the researcher to conduct studies involving major increases in vocabulary.

The following are some of the possible comparisons that professionals and students in the behavioral science may want to make. It is assumed that scientific methodology with appropriate controls and statistical analysis world be utilized in conducting these studies.

The effect of mnemonics versus rote vocabulary learning on retention

Short, medium or long term retention can be studied, and retention curves can be plotted. While the experimental group is learning vocabulary through the keyword method, the control group world be practicing rote drill or whatever method they normally use. In the basic study, “rote” may signify any method a group of uninstructed subjects are likely to use, which might include some use of formal or informal mnemonics. The study would then compare the present form of formal mnemonics with whatever combination of methods individuals normally utilize. More sophisticated studies might precisely specify what methods the control group is to use.

Because of the effects of testing, true retention curves can be obtained only by using equated groups rather than the same subjects for the different retention intervals, so the number of subjects must be large enough for appropriate statistical treatment.

Based on previous studies, we predict that when time to learn the material is limited, the more efficient mnemonic group will show superior retention.

The effect of mnemonic vocabulary increase on reading comprehension

Subjects are divided into experimental and control groups, equated in terms of average scores on reading comprehension tests. The experimental group is trained using the method in Build Your Vocabulary Skills!, while control groups engage in rote vocabulary study, or in an unrelated learning activity, or are inactive. Then the groups are retested.

Some of the variables which may affect the outcome of a study of this sort are the vocabulary that the subjects start with, and the nature and content of the reading material used for testing. Obviously, those who start with the most limited vocabulary stand to profit the most. Of course, the test material must contain the words learned if any effect is to be demonstrated.

Although most literate adults are able to gain adequate understanding of written passages without knowing the full vocabulary, research has demonstrated that comprehension improves when more of the words used in the reading matter are known.

We would expect significant improvement.

The effect of mnemonic vocabulary increases on verbal achievement tests

The methodology could be similar to that of the reading comprehension studies.

Most tests such as the Miller Analogies, the Scholastic Aptitude Test, and the Graduate Record Examination, call for the students to do more than define words. The students must use them to make analogies or to recognize antonyms. But no one can begin go use a word until its meaning is known. So size of vocabulary should positively correlate with test scores. We would expect significant improvement in scores of any test with a significant verbal component.

An extensive form of this type of study might involve making mnemonic vocabulary study part of the curriculum of selected high school senior classes, and then comparing SAT scores with those of similar classes receiving conventional vocabulary drill or no training. Significant positive results of such studies could have far-reaching effects on education. It might well be demonstrated that mnemonic vocabulary training could be a productive part of the secondary school curriculum.

The effects of mnemonic vocabulary enhancement on personality factors such as self-esteem

Pre and post tests using standard assessment instruments can be used. One would expect positive feelings about the self to be enhanced in an individual in proportion to the extent that he values verbal ability. This may result from the satisfaction of goal accomplishment as well as from the increase in vocabulary itself. Results may correlate positively or negatively with such factors as sex, economic status, cultural background, I.Q., and pre-study personality profile. Assessment of these factors and their relation to the effects of vocabulary increase on self-esteem could yield results of interest to the helping professions.

The effects of mnemonic vocabulary increases on intelligence quotient scores

I.Q. scores can be measured before and after vocabulary training. Using the same I.Q. test before and after would give the most precise results, although testing procedures require at least a year to elapse before retesting. Studies requiring less time could be done using post-training tests only. Equated experimental and control groups could be compared statistically.

The prospect of increasing I.Q. in intriguing. Since vocabulary skills constitute an important part of standard I.Q. tests such as the WAIS and the Stanford-Binet, a major improvement in the size of vocabulary, such as can be facilitated by Build Your Vocabulary Skills!, should increase scores. This would be an extremely interesting area to study.