Mnemonic techniques have their roots in the classical tradition, from the mythological figure of Mnemosyne to the creation of the method of loci in ancient Greece. Through numerous studies in the psychological and neuroscientific fields over the course of the twentieth century, they have been reconfigured as genuine cognitive strategies that support the encoding, organisation, and recall of information. From an inclusive perspective, their multisensory and associative nature could foster a rethinking of mental representations beyond vision, enhancing vicarious sensory channels, engaging with the concept of vicariance theorised by the neurophysiologist Alain Berthoz, according to which cognitive processes can activate alternative trajectories through different sensory resources. Several studies also show that the systematic use of such strategies can promote deep encoding and effective retrieval by integrating selective attention, semantic organisation, and the emotional components of learning. The present contribution aims to investigate future support teachers' perceptions of the effectiveness of mnemonic techniques for students with visual impairments, with attention to their potential to support autonomy, inclusion, and meaningful learning in school contexts. The study involved 209 future support teachers. An initial exploratory exercise was proposed to examine spontaneous ways of using mnemonic strategies, followed by a Likert questionnaire to assess their perceived usefulness and applicability in educational contexts for students with visual impairment. Based on one-sample t-tests conducted in SPSS, the findings indicate strongly positive perceptions of the usefulness of mnemonic techniques for students with visual impairment in educational settings, with high levels of agreement regarding support for autonomous study, spatial management, and the enhancement of vicarious senses. The results also offer the opportunity to integrate initial teacher training with modules dedicated to mnemotechnics from a multisensory perspective, promoting accessible teaching practices and suggesting future studies to investigate the perceived effectiveness of specific strategies.
Future Support Teachers’ Perceptions of the Effectiveness of Mnemonic Strategies in Visual Impairment
Giovanni Petrillo;Davide Saggese
;Diana Carmela Di Gennaro
2026
Abstract
Mnemonic techniques have their roots in the classical tradition, from the mythological figure of Mnemosyne to the creation of the method of loci in ancient Greece. Through numerous studies in the psychological and neuroscientific fields over the course of the twentieth century, they have been reconfigured as genuine cognitive strategies that support the encoding, organisation, and recall of information. From an inclusive perspective, their multisensory and associative nature could foster a rethinking of mental representations beyond vision, enhancing vicarious sensory channels, engaging with the concept of vicariance theorised by the neurophysiologist Alain Berthoz, according to which cognitive processes can activate alternative trajectories through different sensory resources. Several studies also show that the systematic use of such strategies can promote deep encoding and effective retrieval by integrating selective attention, semantic organisation, and the emotional components of learning. The present contribution aims to investigate future support teachers' perceptions of the effectiveness of mnemonic techniques for students with visual impairments, with attention to their potential to support autonomy, inclusion, and meaningful learning in school contexts. The study involved 209 future support teachers. An initial exploratory exercise was proposed to examine spontaneous ways of using mnemonic strategies, followed by a Likert questionnaire to assess their perceived usefulness and applicability in educational contexts for students with visual impairment. Based on one-sample t-tests conducted in SPSS, the findings indicate strongly positive perceptions of the usefulness of mnemonic techniques for students with visual impairment in educational settings, with high levels of agreement regarding support for autonomous study, spatial management, and the enhancement of vicarious senses. The results also offer the opportunity to integrate initial teacher training with modules dedicated to mnemotechnics from a multisensory perspective, promoting accessible teaching practices and suggesting future studies to investigate the perceived effectiveness of specific strategies.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
