This paper explores the research article "A Procedural Explanation of the Generation Effect for Simple and Difficult Multiplication Problems and Answers" by D. McNamara and A. Healy.
Written in 2007; 1,358 words; 1 sources; MLA; $ 45.95
Paper Summary:
The paper explains that furthering knowledge into how the memory works is valuable to education providers and to clinicians that seek to further understand mechanisms involved in disorders that are characterized by memory loss. The paper examines hypothesis and experiments by D. McNamara and A. Healy and shows how their research has widespread implications for learning, education and memory. The paper concludes that these findings could be utilized by teachers and administrators to develop programs and curricula that facilitate the retrieval process of pertinent information.
From the Paper:
"McNamara & Healy (2000) sought to investigate this question to its fullest extent. These researchers focused in on a phenomenon known as the generation effect. This term refers to the increased retention of learned information that is demonstrated as a result of self-generating material rather than material that is passively obtained, through methods such as copying or reading. According to these researchers, when individuals generate information, there is a much greater probability that the information will be available for later recognition and recall. Furthermore, actually participating actively in the learning process has been found to facilitate greater retention in comparison to passive observation."
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