While formally named and systematically studied in the late 1970s, the Generation Effect has its roots in earlier cognitive psychology research. In 1969, Bobrow and Bower observed that participants had better memory for sentences they had to complete themselves than sentences they simply read. This early finding hinted at the power of self-generated information in memory processes.
Norman Slamecka and Peter Graf coined the term “generation effect” in their 1978 paper, “The Generation Effect: Delineation of a Phenomenon.” Their investigation examined the effect, solidifying its place in cognitive psychology. They demonstrated that self-generated words were consistently better remembered than read words across various experimental conditions.
This discovery built upon the foundational Levels of Processing (LOP) framework. The LOP framework suggested that deeper, more elaborate information processing leads to better retention. The Generation Effect provided empirical support for this concept, showing that the act of generating information engages deeper cognitive processes.
Subsequent research has expanded our understanding of the Generation Effect beyond simple word recall. Studies have shown its applicability in various areas of education, including problem-solving, concept comprehension, and skill acquisition. Importantly, research has also begun to explore how this effect manifests in group settings and team environments, providing insights into collaborative learning and team performance.
The research around the Generation Effect offers valuable insights for creating more effective onboarding and employee training experiences. Organizations can design programs encouraging active engagement with technical information about the products and the company rather than relying solely on passive methods like training videos or reading long documentation.
For example, new hires could create summaries of company policies, write hypothetical scenarios applying these policies, or develop presentations about their role. This active engagement can lead to better retention and understanding of important information.
The Generation Effect suggests that hands-on, interactive approaches may be more effective in training programs than traditional lecture-style methods like training videos. These could involve problem-based learning scenarios or role-playing exercises in which employees actively generate solutions and responses to various work situations.
When explaining complex ideas, trainers can encourage learners to actively engage with the material by creating analogies or explanations, or applying concepts to solve hypothetical problems.
The Generation Effect is also powerful in peer-to-peer learning. When employees teach or explain concepts to colleagues, they enhance their understanding and retention while providing an active learning experience for others.
