AbstractThe main aims of this review were to assess(1) the likelihood of learners making spontaneous use of verbal mnemonics, and (2) the extent to which learners will benefit from using verbal mnemonics. Over 60 investigations of verbal mnemonics were reviewed, most of which concentrated upon sentence mnemonics or first‐letter mnemonics; although many of the studies used students as subjects, the review also considers the value of verbal mnemonics for schoolchildren, mentally handicapped people, brain‐injured patients, and the elderly. On the whole, verbal mnemonics are relatively popular internal memory aids and, when compared to standard control conditions such as rehearsal, appear to be effective learning strategies for most of the populations studied, although mentally handicapped people and schoolchildren may find it difficult to produce effective mnemonics themselves; additionally, students and schoolchildren can benefit from the use of mnemonic sentences as part of more complex techniques. Comparisons between verbal mnemonics and other memory‐aiding strategies have, however, given more equivocal results. A number of areas for future research are identified. In particular it is hoped to see a development of recent trends to use non‐student subject, and to investigate the applicability of verbal mnemonics outside the lab