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

Bruce K. Schefft, University of Cincinnati
Mario F. Dulay, Baylor College of Medicine
Jamison D. Fargo, Utah State University

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Originally published by Taylor & Francis. Publisher's PDF and HTML fulltext available through remote link.

Abstract

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.