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Learning how to learn: can experiencing the outcome of different encoding strategies enhance subsequent encoding?
Elzabeth Ligon Bjork1, Patricia Ann deWinstanley, Benjamin C Storm
1Department of Psychology, University of California, Los Angeles, California 90095, USA. elbjork@psych.ucla.edu
Psychonomic Bulletin & Review
|August 19, 2007
Summary
Learners often fail to recognize how generating information aids memory. This study explores if experiencing memory benefits from generation can improve learning strategies.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Learning Sciences
Background:
- Learners demonstrate limited awareness of factors influencing long-term retention and knowledge transfer.
- Metacognitive insensitivity is prevalent, affecting the adoption of effective learning strategies.
Purpose of the Study:
- To investigate learners' sensitivity to the memory benefits of the generation effect.
- To determine if experiencing the recall advantages of generation fosters improved encoding strategies for new information.
Main Methods:
- Review of existing research on the generation effect and learner metacognition.
- Analysis of studies examining the link between experiencing memorial benefits and strategy development.
Main Results:
- Learners are often insensitive to the positive impact of generation on memory recall.
- Experiencing the benefits of generation can potentially lead to the adoption of more effective learning strategies.
Conclusions:
- Metacognitive awareness of learning benefits, like those from generation, is crucial for strategy enhancement.
- Educational interventions could leverage the generation effect to improve long-term retention and transfer.
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