The Influence of Self-Generation of Retrieval Cues during Learning or Recall of a Text

Dam, Gerrit Van; Brinkerink-Carlier, Michele

doi:10.1080/00221309.1988.9711098

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…Previous research has shown that self-generation of retrieval cues may facilitate recall of a text containing isolated paragraphs only. In these studies, generation of cues was carried out either during learning or prior to recall (van Dam, Brinkerink-Carlier, & Kok, 1987;van Dam & Brinkerink-Carlier, 1988). To study whether generation of retrieval cues during these distinct phases of the procedure would be equally effective with respect to recall of a mixed text, we varied the moment of cue generation accordingly.…”

Section: The Journal Of General Psychologymentioning

confidence: 99%

The Influence of Self-Cuing on Recall of a Text Containing Both Plot-Relevant and Plot-Irrelevant Materials

Dam

Brinkerink-Carlier

1989

The Journal of General Psychology

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Section: The Journal Of General Psychologymentioning

confidence: 99%

The Influence of Self-Cuing on Recall of a Text Containing Both Plot-Relevant and Plot-Irrelevant Materials

Dam

Brinkerink-Carlier

1989

The Journal of General Psychology

Self Cite

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The Use of a Self-Generation Memory Encoding Strategy to Improve Verbal Memory and Learning in Patients with Traumatic Brain Injury

Schefft

Dulay

Fargo

2008

Applied Neuropsychology

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The generation effect refers to the theory that optimal acquisition and retention of information is achieved by active participation rather than by passive observation. The efficacy of a self-generation memory encoding strategy was tested using a verbal paired-associate task for free recall, cued recall, and recognition memory in 40 traumatically brain-injured outpatients in two studies. In study #1, self-generation encoding procedures improved recognition memory, but not free recall, compared with the didactic presentation of information. In study #2, self-generation procedures improved cued recall test performance, but the results demonstrated that the type of cue that is provided moderates the efficacy of self-generation procedures. Results provide preliminary empirical support for the use of self-generation encoding procedures in improving upon verbal memory and learning abilities in individuals with TBI.

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Effect of Reutilization of Retrieval Cues on Free Recall of a Text

Dam

Brinkerink-Carlier

1991

Psychol Rep

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Undergraduates, 20 women and 25 men, studied an expository text containing only isolated paragraphs. Each paragraph was accompanied by a potential retrieval cue. During the retention interval experimental subjects received a sentence-completion task or a new learning task in which half of these cues were used again. Processing of interpolated textual materials appeared generally to hamper access to the original text. Moreover, reutilization of cues appears to reduce their evocative power with respect to the original text.

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The Influence of Self-Generation of Retrieval Cues during Learning or Recall of a Text

Cited by 3 publications

References 6 publications

The Influence of Self-Cuing on Recall of a Text Containing Both Plot-Relevant and Plot-Irrelevant Materials

The Influence of Self-Cuing on Recall of a Text Containing Both Plot-Relevant and Plot-Irrelevant Materials

The Use of a Self-Generation Memory Encoding Strategy to Improve Verbal Memory and Learning in Patients with Traumatic Brain Injury

Effect of Reutilization of Retrieval Cues on Free Recall of a Text

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