Individuals may be more likely to remember information because they feel self-empowered and motivated by participating in the creation of information ( Olofsson and Nilsson 1992 Walsh et al. First, an active learning process leads to improved mood state and self-esteem, and greater generalization of new knowledge ( Schefft and Biederman 1990 Basso et al. Such improvements in subsequent memory effect may be driven by multiple causes. 1997), and temporal or frontal lobectomy ( Smith 1996). 2000), multiple sclerosis ( Chiaravalloti and Deluca 2002), Parkinson's disease ( Barrett et al. 2008b), Alzheimer's disease ( Multhaup and Balota 1997 Barrett et al. 2008a), seizure disorders ( Schefft et al. 2012) and also in patients with traumatic brain injury ( Schefft et al. Improved memory performance on paired associates resulting from self-generation compared with passive reading has been demonstrated in neurologically healthy adults ( Slamecka and Graf 1978 Schefft and Biederman 1990 Basso et al. Previous research has shown that self-generated information is better remembered than information that is passively received (Slamecka and Graf 1978 Basso et al. These findings may have implications for future studies of memory interventions in healthy controls and subjects with cognitive impairments. These results confirm previous findings that self-generated information is better remembered than read information and suggest that this advantage may be mediated by using opposite, synonym, category, and association relationships, while rhyme relationship may not extend such an advantage. During the recognition phase, subjects' performance was better on the generate than on the read conditions for opposite, synonym, category, and association relationships (all P < 0.05), with no difference in the rhyme relationship. Overall, reading accuracy was higher than generation accuracy during the encoding phase (all P < 0.001). Subsequently, subjects were presented with the words that were read or generated in a forced recognition memory task. Word pairs were composed of five linguistic relationships: category, rhyme, opposite, synonym, and association. Ninety subjects were administered 60 paired associates during an encoding condition: 30 of the second words from each pair were to be read aloud and 30 were to be self-generated from clues as to the correct word. To further examine this subsequent memory effect, we investigated the effect of five different linguistic relationships on memory encoding.
Previous studies have shown that self-generated information is better remembered than information that has been read passively.
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