Study 1 assessed students' use and perceptions of acronyms at 3 different exam times in 2 sections of Introduction to Psychology. Acronym use consistently predicted higher performance on acronym-related exam items, and I partially discounted 2 possible confounds. Students rated acronyms as helpful in multiple ways, including increasing motivation to begin studying. Students reported low prior use of acronyms, created their own acronyms during the semester, and conveyed intentions to continue mnemonic use on their own in later classes. Study 2 assessed psychology instructors' use and views of acronyms. I also provide a list of acronyms for introductory psychology and discuss general considerations in the construction and classroom use of acronyms.
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