Word associations in the native and target cultures must also be considered. When asked to state the first word that comes to mind when a word is presented, Japanese and Americans show different patterns of agreement in responses. Semantically similar words, such as synonyms, in a list are more difficult to learn than semantically unrelated or dissimilar words. There are limits due to the span of one's immediate memory. Learner variables are recognized but not examined, apart from say memory span, as to how they may influence learning.
Repetition is the main procedure where study is based on the use of rote memory.
By integrating the organization and presentation of the words with learner variables we can optimize the use of rote memory. Age, aptitude, and motivation of the learner are often directly correlated with the learning of foreign words. For example, other things being equal, an older person learns faster than a younger person does. However, age per se is not the causative factor but rather the increase in size of a person's memory span with an increase in age. An alternative would be to present the words in a way that would increase the effective size of the immediate memory span.