A 2×2 factorial design was used to test the effect of a mnemonic device on the recall of unfamiliar scientific information. Subjects were 26 8-yr.-olds and 20 18- to 21-yr.-olds, who were divided into four different groups: Older Song Group, Older Lecture Group, Younger Song Group, and Younger Lecture Group. Both the lecture and the song presented to the subjects included minerals, colors, and other related information to be recalled. Analysis showed information learned in a song increased recall rate over recall after lecture.
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