Why is having a good vocabulary important?
Vocabulary acquisition is the single best indicator of intelligence and IQ according to Robert Sternberg, an Educational Psychologist at Yale University. Extensive portions of college entrance exams, including the S.A.T. and G.R.E., use vocabulary testing as a measure to predict academic performance. More importantly, simply reading does not guarantee a good vocabulary (Sternberg, 1986), which means that strategies for acquiring vocabulary need to be taught. Unfortunately, most schools do not devote any time for teaching effective techniques for learning vocabulary. When learning new vocabulary words, most students are left to rely on rote memorization, unaware that more efficient strategies are available. Therefore their vocabulary suffers, and in the end, many students remain ill prepared for college, and subsequently become more limited with their career choices.

Research:
There are two simple reasons why VOCABBUSTERS is the best method for learning new vocabulary words. First, VOCABBUSTERS is two scientific methodologies built into one. By combining two of the most empirically validated methods for learning vocabulary into one simple interface, we have significantly increased the learner's chances for success. Second, we have added visual, auditory and kinesthetic supports to allow learners multiple “brain based” pathways for learning new words. That means you can study with just your strongest sensory style, or you can utilize all three sensory modalities. It all depends on what works best for you. For example, an auditory learner can just listen to the accompanying MP3 files, or he can study the visual cartoons and easily utilize the kinesthetic techniques to quickly find dozens of example sentences online and then write a favorite one down at the bottom of each page. Again, our purpose is to easily provide the tools to allow you to study in the way that best suits your style of learning, thereby increasing your chances for success. Let's take a look at the two reasons why VOCABBUSTERS is the best in greater detail.

Numerous research articles have been written to prove the veracity of one method over another. It is interesting to note that in these “Battles of the Methods” two methods have been studied in great detail—the Keyword and Semantic-Context methods. In much of the research, the keyword method was shown to be very strong and empirically the best method for learning new vocabulary. However, over time, studies have shown semantic-context to be an excellent method, and in some cases, as good as the keyword approach. A more detailed analysis of the strengths and weaknesses of each method led to an interesting discovery. The major strengths of each method complemented and added value to the other method. By combining these two methods, the user will be able to easily remember definitions (keyword strength) and apply them in daily communications (semantic-context strength). For years these methods have been battling it out to see which one is the best. It is almost like comparing peanut butter and jelly. However, by combining the two methods into one new method, VOCABBUSTERS gives students a stronger base of research on which to rely.

The Keyword Method
The first step in using this method is to find a keyword for the word you are trying to learn. For example, let's say you're trying to learn the word olfactory. A good keyword for the word olfactory is oil factory because it follows three rules.

1. The word sounds acoustically similar to the target word.
2. The word is a concrete noun, which makes it easier to draw or visualize.
3. The word is common or familiar to the learner.

The second step is to link the keyword to the target definition. More simply, we need to link the word oil factory to “sense of smell.” Visualize watching smoke spewing from an oil factory and smelling really bad. Draw a simple picture that depicts this situation and add the caption “That oil factory is bothering my olfactory sense.” This visual mnemonic will assist the learner in remembering the meaning of the new word.

The final step is to practice recalling the target word. When you think of olfactory, first think of the keyword (oil factory), then remember what was happening in the picture (smoke is spewing out and smells bad), and finally that olfactory means sense of smell .

When tested against other methods, the keyword strategy repeatedly proved to be a superior technique for acquiring vocabulary for subjects of nearly all ages, and with periodic review, one of the best methods for long-term retention. The strength of this mnemonic strategy is in aiding the learner in remembering the definition of vocabulary words. Mnemonic strategies work! In fact, Purdue University researchers' Mastropieri and Scruggs (1991), “never found a ‘type of learner' who could not benefit from mnemonic instruction.” Additionally, the subjects in these studies not only liked the use of the strategy but expressed greater enjoyment in learning.

Semantic-Context Method
To learn a word using this method, context clues are placed in the sentence to help the learner define the word. For example, try to figure out what olfactory means from the following sentence. “His olfactory sense told him that someone had been smoking in the room.” Clues within the sentence help the user define the meaning as “the sense of smell.”

The semantic-context method has been identified as one of the best learning devices, and has tested as one of the best strategies for delayed recall. Strictly speaking, in this book, only the first example sentence uses the semantic-context method. We created these sentences so that the target words were used within a meaningful context. We added two additional sentences from print sources that demonstrated real life examples. Although some of these sentences could also be considered semantic-context, only the first example sentence was strictly created for that purpose. These sentences as a whole should aid learners in actively integrating these words into their working vocabulary, using them on a daily basis.

References
Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist , 30, 821-828.
Avila , E. & Sadoski, M. (1996). Exploring new applications of the keyword method to acquire English vocabulary. Language Learning , 46, 379-395.
Carney, R. N. & Levin, J. R. (1998). Coming to term with the keyword method in Introductory Psychology: A “neuromnemonic” example. Teaching of Psychology , 25, 132-134.
Jones, M. J., Levin, M. E., Levin, J. R. & Beitzel, B. D. (2000). Can vocabulary-learning strategies and pair-learning formats be profitably combined ? Journal of Educational Psychology , 92 , 256-262.
Levin, J. R. (1982). Pictures as prose learning devices. In A. Flammer & W. Kintsch (ed.). Discourse Processing-Advances in Psychology . New York : North-Holland Publishing Company. p. 412-444.
Levin, J. R. (1986). Four cognitive principles of learning-strategy instruction. Educational Psychologist , 21, 3-17.
Levin, J. R. (1983). Pictorial strategies for school learning:Practical illustrations. In M. Pressley & J.R. Levin (Eds.), Cognitive Strategy Research: Educational Applications (pp. 213-237). New York : Springer-Verlag.
Levin, J. R. (1981). The Mnemonic'80s: Keywords in the classroom. Educational Psychologist , 16, 65-82.
Lysynchuk, L. & Pressley, M. (1990). Vocabulary (ch.4) in Cognitive Strategy Instruction that Really Improves Children's Academic Performance . Cabridge , MA : Brookline Books.
Mastropieri, M. A. & Scruggs, T. E. (1991). T eaching Students Ways to Remember . BrooklineBooks: Cambridge , MA Sternberg, R. J. (1986). Beyond IQ: A Triarchic Theory of Human Inteligence . Yale University Press: New Haven , CT.
Wang, A. Y. & Thomas, H. T. (1995). Effect of keywords on long-term retention: Help or hindrance? Journal of Educational Psychology , 87 , 468-475.

Verification of Pronunciations
Pronunciation symbols were taken from Merriam-Webster's Collegiate Dictionary which can be found at Merriam-Webster Online. Verification of word pronunciations are attributed to a number of sources, which include but are not limited to the following:
1. A pronouncing dictionary of American English. Keynon, J.S. & Knott, T.A. 1953. Springfield, MA: Merriam-Webster Inc., Publishers.
2. http://www.m-w.com/
3. Webster's New World Dictionary of the American Language. 1983. New York: Warner Books.

Take the Keyword Pronunciation Challenge
If you incorrectly pronounce a word, it is likely that you will choose an ineffective keyword. For example, what is the best keyword for despot? Which of these animations is more accurate -- "the spit" or "the spot"? The answer depends on how the word is correctly pronounced. Use the the pronunciation resources above to help you identify the correct pronunciation. For example, to find out the pronunciation for despot, go to http://www.m-w.com/ and type in despot in the dictionary text box and select the "Go" button. Click on the (audio) button next to the word despot to hear how it is pronounced.
     NOTE: Over time, some pronunciations will change as our language continues to evolve. For example, in 2001, when we were developing an animation using the keyword piranha (a dangerous fish from South America) there were three audio icons for pronouncing this word. Two years later, after the CD was finished, we noticed that the pronunciation for piranha had only two pronunciation icons, and that the pronunciation we had chosen was no longer listed.

Verification of Definitions and Parts of Speech
Verification of definitions and parts of speech are attributed to a number of sources, which include but are not limited to the following:
1. Webster's New Collegiate Dictionary. 1979. Springfield, MA: Merriam-Webster Inc., Publishers.
2. Cambridge International Dictionary of English. 1999. New York: Cambridge University Press.
3. Webster's New World Dictionary of the American Language. 1983. New York: Warner Books.
4. Hot Words for SAT 1: The 350 words you need to know. Bromberg, M. & Liebb, J. 1993. Hauppauge, NY: Barron's Educational Series, Inc.

VOCABBUSTERS