A thesis submitted in partial fulfilment of - Queen Margaret University

syllables in each word, therefore there is no guidance available as to the best
format of the word forms except to ensure that they are as pronounceable as
possible and legal to the native language of participants.
2.9.2 Optimal learning techniques
In order to facilitate the demonstration of any new learning the literature was
further reviewed to evaluate suitable techniques for learning, retaining and
retrieving new information. Optimal learning techniques were then developed
and incorporated into the methodology of the main investigation to facilitate and
consolidate the learning of new vocabulary by main investigation participants.
Three techniques were identified as optimal learning techniques – pre-exposure
technique, imagery techniques, in particular self-judgement tasks and errorless
learning.
The pre-exposure technique involves presenting the stimuli to be learned to
participants without requiring any response from them or involving any training
of the item. Face association studies with individuals with memory impairment
(see section 2.8.5.2) demonstrated that pre-exposure to novel stimuli
significantly increased participants’ ability to learn and recall the newly learned
information (Kalla et al. 2001; Downes et al. 1997). Additionally, when this preexposure
technique was combined with using imagery as a memory tool (where
participants were asked to make judgements about the stimuli) it further
significantly enhanced the number of items learned (see section 2.8.5.2). The
success of this pre-exposure technique and participant judgement of the stimuli
facilitated a staggered learning effect where the visual representation of the new
stimuli was represented in the memory system before any further semantic or
phonological knowledge was given (Kalla et al. 2001).
Another technique that has been proven to aid the learning and recall of new
information is an ‘errorless’ learning approach. This paradigm asserts that
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