title: The use of a self-generation memory encoding strategy to improve verbal memory and learning in patients with traumatic brain injury.
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.
authors.affiliation: Department of Psychology, University of Cincinnati, Cincinnati, OH 45221-0376, USA. scheffbk@email.uc.edu
authors.forename: Bruce K
authors.initials: BK
authors.lastname: Schefft
authors.forename: Mario F
authors.initials: MF
authors.lastname: Dulay
authors.forename: Jamison D
authors.initials: JD
authors.lastname: Fargo
mesh_terms: D000328:Adult; D001930:Brain Injuries / Q000503:physiopathology* / Q000534:rehabilitation*; D003463:Cues; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D008568:Memory / Q000502:physiology*; D008875:Middle Aged; D009483:Neuropsychological Tests; D014706:Verbal Learning / Q000502:physiology*