ABSTRACT
Many undergraduate psychology courses cover mnemonic strategies, such as the pegword method and the method of loci, as well as strategies for remembering unordered associative information, such as the keyword method. Research supports the utility of such strategies for facilitating memory in a variety of contexts (e.g., Carney, M. E. Levin, & J. R. Levin, 1993; J. R. Levin. 1993). However, the classic applications provided in psychology textbooks often focus on content that may be of minimal interest to students. Two representative examples follow.
