Learning how to learn: can experiencing the outcome of different encoding strategies enhance subsequent encoding?
Research on how individuals monitor their level of comprehension during study paint a picture of learners as insensitive to many of the factors or conditions of learning that can enhance long-term retention and transfer. In the present article, we discuss research examining the sensitivity, or lack thereof, of learners to one such factor: generation. More specifically, we discuss research addressing the question of learners' sensitivity to the memorial benefits of generation and whether--if given the opportunity to experience this benefit in their own recall performance--they might then go on to develop enhanced encoding strategies in the processing of new to-be-learned information.
Bjork
Elzabeth Ligon
EL
Department of Psychology, University of California, Los Angeles, California 90095, USA. elbjork@psych.ucla.edu
deWinstanley
Patricia Ann
PA
Storm
Benjamin C
BC
D003071:Cognition; D006801:Humans; D007858:Learning; D008568:Memory; D012054:Reinforcement, Psychology; D012153:Retention, Psychology
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