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Related Experiment Videos

Processing strategies and the generation effect: implications for making a better reader.

Patricia Ann DeWinstanley1, Elizabeth Ligon Bjork

  • 1Department of Psychology, Oberlin, OH 44074-1086, USA. patty.dewinstanley@oberlin.edu

Memory & Cognition
|January 28, 2005
PubMed
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Experiencing the memory benefits of generating information, rather than just reading it, can lead individuals to process future information more effectively. This study shows how learning from memory consequences improves cognitive processing.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Metacognition

Background:

  • Individuals typically exhibit superior memory recall for self-generated information compared to read information.
  • This generation effect is a well-established phenomenon in memory research.
  • The study explores whether experiencing this effect influences subsequent learning strategies.

Purpose of the Study:

  • To investigate if participants adapt their processing of to-be-read information after experiencing the generation effect.
  • To determine if prior exposure to differential memorial consequences (generation vs. reading) alters future information processing.
  • To examine the role of metacognitive awareness in learning strategy adaptation.

Main Methods:

  • Four experiments were conducted.

Related Experiment Videos

  • Participants first engaged in tasks involving generating versus reading information, followed by memory tests.
  • Subsequent tasks assessed memory for newly generated and read items to observe changes in processing.

    • Main Results:

    • Participants showed an eliminated generation advantage on subsequent memory tests after experiencing the initial encoding difference.
    • The experience of differential memorial consequences was critical for improved processing of to-be-read information.
    • This led to a reduction in the typical memory advantage for self-generated items in later tasks.

    Conclusions:

    • Prior experience with the generation effect can induce learners to process subsequent information more effectively.
    • This suggests a metacognitive adaptation where learners adjust strategies based on perceived memorial outcomes.
    • Findings have implications for educational strategies aimed at enhancing student information processing and learning.