The Keyword Method (KWM) of vocabulary learning is a mnemonic method designed to help
students learn foreign vocabulary. It has been shown to be effective over several
other memorization strategies. The present experiment was designed to explore the
cognition underlying the effectiveness of the KWM. Specifically, both the degree of
cognitive engagement with the method and visual encoding were examined as possible
sources. Subjects were tested in a 2 (imagery level)×2 (processing
strategy) mixed design. Each subject was asked to memorize 30 Latin vocabulary
words, divided evenly among high- and low-imagery value words. Subjects were either
provided with both keywords and interactions (the Given condition) or instructions
to generate their own keywords and interactions (the Self-Generated condition).
Retention was tested in both immediate and delayed post-tests. Results revealed a
strong effect of imagery level in both post-tests. No significant main effect of
processing strategy or interactions between imagery and processing were observed in
either post-test. Results indicate that the KWM is effective because it provides a
meaningful visual image upon which to base memory for a new word’s
meaning. They suggest that there is some flexibility in how the KWM is used.
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