What is the Zeigarnik effect?.. and its relationship to memory
What is the Zeigarnik effect?
Named after its founder, Russian psychiatrist and psychologist Bluma Wulfovna Zeigarnik, the Zeigarnik effect is a psychological phenomenon of remembering intermittent or incomplete tasks or events more easily than completed tasks. In a series of experiments in her lab, which began while eating in a restaurant in the 1920s, Zeigarnik observed that waiters were able to keep track of complex orders and unpaid meals, but once orders were fulfilled and paid for, waiters could not remember detailed information about the orders.
In one of her experiments, Zeigarnik asked a group of 138 children to complete a series of simple tasks, puzzles, and arithmetic problems. She allowed the children to complete half of the tasks and interrupted them during the remaining tasks. Zeigarnik investigated their recall after an hour delay and discovered that 110 of the 138 children remembered the interrupted tasks. better than completed tasks. In a related experiment involving adults, participants were able to recall incomplete tasks 90% better than completed tasks. The Zeigarnik effect has since been studied by several other researchers, with some able to replicate Zeigarnik's findings. Others are unable to do so.
Several models have been proposed to explain the effect. Some theories cite the cognitive tension that arises from having an unfinished task and the need to keep the task in mind in order to finally complete it and release this internal tension. Studies point to other factors such as motivation, expectation of reward, interruption time, and the possibility of Achieving the required task may have a significant impact on the strength of the Zeigarnik effect.
Named after its founder, Russian psychiatrist and psychologist Bluma Wulfovna Zeigarnik, the Zeigarnik effect is a psychological phenomenon of remembering intermittent or incomplete tasks or events more easily than completed tasks. In a series of experiments in her lab, which began while eating in a restaurant in the 1920s, Zeigarnik observed that waiters were able to keep track of complex orders and unpaid meals, but once orders were fulfilled and paid for, waiters could not remember detailed information about the orders.
In one of her experiments, Zeigarnik asked a group of 138 children to complete a series of simple tasks, puzzles, and arithmetic problems. She allowed the children to complete half of the tasks and interrupted them during the remaining tasks. Zeigarnik investigated their recall after an hour delay and discovered that 110 of the 138 children remembered the interrupted tasks. better than completed tasks. In a related experiment involving adults, participants were able to recall incomplete tasks 90% better than completed tasks. The Zeigarnik effect has since been studied by several other researchers, with some able to replicate Zeigarnik's findings. Others are unable to do so.
Several models have been proposed to explain the effect. Some theories cite the cognitive tension that arises from having an unfinished task and the need to keep the task in mind in order to finally complete it and release this internal tension. Studies point to other factors such as motivation, expectation of reward, interruption time, and the possibility of Achieving the required task may have a significant impact on the strength of the Zeigarnik effect.
The relationship of the Zeigarnik effect to memory
Zeigarnik revealed how memory works. Once information is perceived, it is often stored in sensory memory for a very short time. When we pay attention to information, it moves into short-term memory, and many of these short-term memories are forgotten fairly quickly.
But through the process of active training, some of this information can pass into long-term memory. Zeigarnik suggested that failure to complete a task may create cognitive tension. This results in a greater mental effort to maintain the task at the beginning of consciousness. Once completed, the mind can then Abandoning these efforts, this supports our understanding of the function of memory, in that active rehearsal allows information to be retained, while unrehearsed information is more likely to be discarded. This feature of memory experience is central to, for example, the working memory model in Baddeley and Hitch.
Zeigarnik revealed how memory works. Once information is perceived, it is often stored in sensory memory for a very short time. When we pay attention to information, it moves into short-term memory, and many of these short-term memories are forgotten fairly quickly.
But through the process of active training, some of this information can pass into long-term memory. Zeigarnik suggested that failure to complete a task may create cognitive tension. This results in a greater mental effort to maintain the task at the beginning of consciousness. Once completed, the mind can then Abandoning these efforts, this supports our understanding of the function of memory, in that active rehearsal allows information to be retained, while unrehearsed information is more likely to be discarded. This feature of memory experience is central to, for example, the working memory model in Baddeley and Hitch.
Discover the Zeigarnik effect
Lithuanian psychologist Pluma Zeigarnik first noted the effect of interruptions on memory processing in 1927, and while studying at the University of Berlin, her professor Kurt Lewin noticed how waiters in a café seemed to remember unfinished tabs more efficiently than those who had been paid for, and they were complete, it seems. This suggests that simply completing a task can lead to forgetfulness, while incomplete tasks, such as serving a table to guests who have not yet finished their meal, helped ensure that the waiter remembered their order.
Zeigarnik decided to test this hypothesis in an experimental setting. She published her findings in "On Finished and Unfinished Tasks" in 1927. In the experiment, she asked each participant to complete a series of discrete tasks, such as solving a puzzle or assembling a flat-pack box, in half a day. For nearly a round of tasks, the participants were subtly interrupted by the experiment supervisor, while during the remaining tasks, they were allowed time to complete them without interruption.
After the experiment, Zeigarnik interviewed each participant and asked them to recall details of each task they attempted. The results were surprising, but seemed to confirm Lewin's initial observation of the effect of interruption on waiters' memory retention. Zeigarnik's initial results revealed that the participants were able to recall details of the task. Intermittent tasks are 90% better than those they were able to complete undisturbed. These results indicate that the desire to complete a task can cause it to be held in a person's memory until completion, and that the finality of its completion allows for the process of forgetting.
Lithuanian psychologist Pluma Zeigarnik first noted the effect of interruptions on memory processing in 1927, and while studying at the University of Berlin, her professor Kurt Lewin noticed how waiters in a café seemed to remember unfinished tabs more efficiently than those who had been paid for, and they were complete, it seems. This suggests that simply completing a task can lead to forgetfulness, while incomplete tasks, such as serving a table to guests who have not yet finished their meal, helped ensure that the waiter remembered their order.
Zeigarnik decided to test this hypothesis in an experimental setting. She published her findings in "On Finished and Unfinished Tasks" in 1927. In the experiment, she asked each participant to complete a series of discrete tasks, such as solving a puzzle or assembling a flat-pack box, in half a day. For nearly a round of tasks, the participants were subtly interrupted by the experiment supervisor, while during the remaining tasks, they were allowed time to complete them without interruption.
After the experiment, Zeigarnik interviewed each participant and asked them to recall details of each task they attempted. The results were surprising, but seemed to confirm Lewin's initial observation of the effect of interruption on waiters' memory retention. Zeigarnik's initial results revealed that the participants were able to recall details of the task. Intermittent tasks are 90% better than those they were able to complete undisturbed. These results indicate that the desire to complete a task can cause it to be held in a person's memory until completion, and that the finality of its completion allows for the process of forgetting.
Applications of the Zeigarnik effect in everyday life
- People prone to procrastination may learn the importance of starting tasks early or just starting wherever they can get them to. The cognitive stress associated with the Zeigarnik effect helps these individuals get back to work so that the job is completed on time.
- It can also increase productivity for individuals who work quickly but have trouble multitasking, and a thorough understanding of the cognitive interventions associated with incomplete tasks helps workers realize that each new task is essentially an interruption to what was being done previously, so workers may be motivated to set reasonable limits The amount of multitasking they do, thus increasing work performance while reducing cognitive load and frustration.
- Students can also make use of the Zeigarnik in their studies. By designing study sessions with appropriate breaks that include unrelated activities, students are likely to experience more intrusive ideas about the topics they cover and may be better able to reflect on and consolidate these ideas. A prolonged study period without rest periods is less effective for information retrieval.
- People prone to procrastination may learn the importance of starting tasks early or just starting wherever they can get them to. The cognitive stress associated with the Zeigarnik effect helps these individuals get back to work so that the job is completed on time.
- It can also increase productivity for individuals who work quickly but have trouble multitasking, and a thorough understanding of the cognitive interventions associated with incomplete tasks helps workers realize that each new task is essentially an interruption to what was being done previously, so workers may be motivated to set reasonable limits The amount of multitasking they do, thus increasing work performance while reducing cognitive load and frustration.
- Students can also make use of the Zeigarnik in their studies. By designing study sessions with appropriate breaks that include unrelated activities, students are likely to experience more intrusive ideas about the topics they cover and may be better able to reflect on and consolidate these ideas. A prolonged study period without rest periods is less effective for information retrieval.
Relationship of the Zeigarnik effect to mental health
The Zeigarnik effect can play an important role in a person's mental health. Incomplete tasks, especially those with negative consequences, often lead to intrusive, repetitive and stressful thoughts. These thoughts can reduce sleep, promote anxiety, drain a person's mental and emotional resources, and possibly Contribute to maladaptive behaviors. Conversely, the Zeigarnik effect can enhance mental well-being by motivating the individual to complete tasks, develop better habits, and solve stuck problems. Successful completion of the tasks in question can provide a sense of accomplishment while boosting self-confidence and self-esteem. Developing productive work and study habits can also contribute to a personal sense of maturity and self-growth. In addition,
The Zeigarnik effect can play an important role in a person's mental health. Incomplete tasks, especially those with negative consequences, often lead to intrusive, repetitive and stressful thoughts. These thoughts can reduce sleep, promote anxiety, drain a person's mental and emotional resources, and possibly Contribute to maladaptive behaviors. Conversely, the Zeigarnik effect can enhance mental well-being by motivating the individual to complete tasks, develop better habits, and solve stuck problems. Successful completion of the tasks in question can provide a sense of accomplishment while boosting self-confidence and self-esteem. Developing productive work and study habits can also contribute to a personal sense of maturity and self-growth. In addition,