Raj says that he likes the Audi A5 and the BMW X3. To help Raj encode the term “opportunity cost” semantically, Miss Maitland asks him what his favorite two cars are. His teacher, Miss Maitland, sees that he is struggling, and knows that Raj is really passionate about cars. 2 However, that definition has little meaning to Raj. Opportunity costs are what someone misses out on when they make one choice over an alternative. Imagine, for example, that Raj is in an economics class and is finding it difficult to remember what “opportunity cost” is. This knowledge can inform teachers or bosses that they should frame their teaching to be more specific and relevant to their students and employees. The levels of processing effect demonstrates that if we associate new information with something meaningful, we are more likely to remember it. Awareness of the effect can therefore lead to stronger learning outcomes, which is useful both in school and work settings. Knowing about the levels of processing effect can help us improve the way that we teach, learn and study. If memory recollection is affected by the way information is encoded, it is important that we focus on ways to improve how we encode information. Instead, if we are to associate someone’s name with something more meaningful, like a hobby that they share with us, encoding occurs at a deeper level and we are more likely to easily remember their name. Simply repeating their name could lead to embarrassing moments of forgetfulness, since repetition alone does not commit information to lasting memory. We are asked to recall information daily, sometimes in a form as simple as remembering the name of someone we met. The levels of processing effect is not only relevant to studying. This encodes the information on a deep level and is a more effective studying technique. Instead, we must encode information semantically, by relating it to other ideas and knowledge.
The levels of processing effect suggests that in the long-run, repetition is insufficient for long-term memory. Structural encoding is considered a shallow level of encoding. Cramming includes reviewing notes, thereby encoding the information structurally, by the way that it appears.
While this may help us remember information in the short-term, it is unlikely to commit information to long-term knowledge. This belief can cause us to use studying techniques like “cramming” where we quickly review information right before an exam. It is commonly believed that if we repeat something enough, we will remember it.
If we are not aware of the levels of processing effect, we may use methods to try to retain information that are less effective than ones that focus on the way that information is encoded.
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