An Investigation of “Bizarre” Imagery as a Mnemonic Device

1970 ◽  
Vol 20 (2) ◽  
pp. 145-150 ◽  
Author(s):  
J. J. Persensky ◽  
R. J. Senter
Keyword(s):  
Mnemonic Device ◽  
Bizarre Imagery

scholarly journals Suicide Protective Factors: Utilizing SHORES in School Counseling

2021 ◽  
Vol 11 (1) ◽  
pp. 16-30
Author(s):  
Diane M. Stutey ◽  
Jenny L. Cureton ◽  
Kim Severn ◽  
Matthew Fink
Keyword(s):  
Suicidal Ideation ◽  
Protective Factors ◽  
Small Group ◽  
School Counseling ◽  
School Counselors ◽  
Suicide Prevention ◽  
Comprehensive School ◽  
Mnemonic Device ◽  
Classroom Guidance

Recently, a mnemonic device, SHORES, was created for counselors to utilize with clients with suicidal ideation. The acronym of SHORES stands for Skills and strategies for coping (S); Hope (H); Objections (O); Reasons to live and Restricted means (R); Engaged care (E); and Support (S). In this manuscript, SHORES is introduced as a way for school counselors to address protective factors against suicide. In addition, the authors review the literature on comprehensive school suicide prevention and suicide protective factors; describe the relevance of a suicide protective factors mnemonic that school counselors can use; and illustrate the mnemonic’s application in classroom guidance, small-group, and individual settings.

Human Classical Conditioning of Visual Compound Stimuli in Paired-Associate Tasks

1998 ◽  
Vol 87 (1) ◽  
pp. 227-241
Author(s):  
L. J. Harris ◽  
Jeffrey C. Amundson
Keyword(s):  
College Students ◽  
Classical Conditioning ◽  
Paired Associate ◽  
Stimulus Element ◽  
Sharp Rise ◽  
Response Factors ◽  
Mnemonic Device ◽  
First Order ◽  
Paired Associates ◽  
Within Subjects

College students in introductory psychology participated in four experiments to investigate the salience of color versus figure elements of paired associates. The study also reviewed the process of learning paired associates within the context of first-order simultaneous classical conditioning. In Exp. 1, four separate classes received different treatments concerning the position and type of stimulus element (color of figure) they were instructed to recall. There were seven trials with a 30-min. delay between the sixth and seventh trials. The results indicated that the groups who were required to remember the figure element of the pairs, significantly out-performed the color groups and also learned the pairs much faster. Also, there was a sharp rise in mean correct responses remembered after a 30-min. delay for the group required to recall the color element of the paired associates. Exp. 2 was a within-subjects comparison of the effectiveness of the color and figure elements as stimuli. Again, the figures elicited more correct responses than colors. Exp. 3 tested the effectiveness within subjects of the stimulus elements as response factors. As responses, however, there were no significant differences in the number of correct answers when recalling color or figure elements until the 30-min. delay between Trials 6 and 7. As expected in Exp. 4, figures elicited significantly more functional descriptions than did colors, suggesting that figures possess a logographic nature which acts as a mnemonic device aiding in the memory of stimuli and responses.

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