Self-generation as a means of maximizing learning in multiple sclerosis: an application of the generation effect.
OBJECTIVE
To examine the generation effect, the observation that items generated by subjects are better remembered than items provided, as a means of maximizing new learning in multiple sclerosis (MS).


METHODS
Prospective between-group design.


METHODS
Private, nonprofit research facility.


METHODS
Population-based sample of 31 subjects with MS (MS group) and 17 healthy controls (control group), matched for age and education.


METHODS
Immediate, thirty-minute and 1-week assessments.


METHODS
Neuropsychologic tests assessing language, executive functioning, working memory, long-term memory, and the generation effect were administered. Recall and recognition of generation effect stimuli was tested immediately, 30 minutes, and 1-week after presentation.


RESULTS
Recall and recognition of generated stimuli were significantly higher than provided stimuli across testing sessions. This effect was observed equally across the control and MS groups. Recall performance for generated stimuli correlated significantly with indices of episodic memory, information processing, and language but not executive control. Memory for the source of the information was deficient for generated words compared with provided words.


CONCLUSIONS
The generation effect was present in MS and control subjects and may be a viable way of maximizing new learning in MS.
Chiaravalloti
Nancy D
ND
Kessler Medical Rehabilitation Research and Education Corp, Neuropsychology and Neuroscience Laboratory, West Orange, NJ 07052, USA.
Deluca
John
J
D000328:Adult; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D009103:Multiple Sclerosis / Q000523:psychology / Q000534:rehabilitation*; D009483:Neuropsychological Tests; D011446:Prospective Studies