The generation effect is a cognitive psychology phenomenon where active participation in generating information leads to better memory retention. This has implications for teaching and learning, with note-taking and writing exercises being more effective than passive reading. The effect is weaker in patients with cognitive impairments.
The generation effect is a phenomenon observed in cognitive psychology where people tend to remember things better when they participated in their generation, rather than just passively reading about them. This has important implications when it comes to understanding how people learn. Awareness of the generational effect can inform teaching style and can assist a teacher when it comes to working with students who have difficulty learning material or who want study suggestions. This phenomenon has primarily been a topic of study with written communications, but researchers have also explored whether it works with images.
Generation effect tests show that when users encounter a list of words presented in the form of fragments, they fill in the blanks to create the words in full. In the process of generating words, they engage different areas of the brain as they search for fragments that fit together to make words. When asked to repeat the list later, their recall will be better. Researchers believe this is due to the deeper level of cognitive engagement involved in the process of creating new words.
For students, the generational effect can be important. If a student simply reads a textbook, she will not absorb the information as well as when she takes notes and recreates graphs and other materials presented in the book. Students preparing for an exam may find it helpful to write material from the text, rephrasing it in their own words to ensure they fully understand the material. The simple act of writing can trigger the generation effect and help the student perform better in exams.
Teachers and trainers also need to be aware of the role generational effect can play in the classroom. Students who are only given written material they can read may not fully understand it as students who engage with it by taking notes, completing writing exercises, and so on. A common example of the generational effect on work can be seen in spelling lessons for young learners. Rather than giving students a list of correctly spelled words and asking them to memorize it, the teacher can ask students to complete worksheets where they have to fill in the blanks to write the words.
Researchers examining the generation effect also note that it appears to be less strong in patients with cognitive impairment. While it may still be present and exercises such as filling in the blanks will help subjects recall a list of words, it is not as powerful as in people who don’t have cognitive impairments. This may help explain one of the ways cognitive impairments impede learning and the acquisition or reacquisition of skills after a brain injury.
Protect your devices with Threat Protection by NordVPN
