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Zeigarnik effect

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The Zeigarnik effect states that people remember uncompleted or interrupted tasks better than completed ones.

Russian psychologist Bluma Zeigarnik first studied the phenomenon after noticing that waiters seemed to remember orders only so long as the order was in the process of being served.

Some suggest that students who wish to remember material better should leave learning unfinished when taking breaks, according to the effect. See massed practice vs distributed practice

Kurt Lewin attributed the phenomenon to the operation of Spannung (tension) which continues to be active until tasks are complete.[citation needed]

In Gestalt psychology, the Zeigarnik effect has been used to demonstrate the general presence of Gestalt phenomena: not just appearing as perceptual effects, but also present in cognition.

The Zeigarnik effect suggests that students who suspend their study, during which they do unrelated activities (such as studying unrelated subjects or playing games), will remember material better than students who complete study sessions without a break.[citation needed]

Some authors have tried to explain the "paradox of suspense", namely: a narrative tension that remains effective even when uncertainty is neutralized, because repeat audiences know exactly how the story resolves (see Gerrig 1989, Walton 1990, Yanal 1996, Brewer 1996, Baroni 2007). Some theories assume that true repeat audiences are extremely rare because, in reiteration, we usually forget many details of the story and the interest arises due to these holes of memory (see Brewer); others claim that uncertainty remains even for often told stories because, during the immersion in the fictional world, we forget fictionally what we know factually (Walton) or because we expect fictional worlds to look like real world, where exact repetition of an event is impossible (Gerrig). The position of Yanal is more radical and postulates that narrative tension that remains effective in true repetition should be clearly distinguished from genuine suspense, because uncertainty is part of the definition of suspense. Baroni (2007: 279-295) proposes to name rappel this kind of suspense whose excitement relies on the ability of the audience to anticipate perfectly what is to come, a precognition that is particularly enjoyable for children dealing with well-known fairy tales. Baroni adds that another kind of suspense without uncertainty can emerge with the occasional contradiction between what the reader knows about the future (cognition) and what he desires (volition), especially in tragedy, when the protagonist eventually dies or fails (suspense par contradiction).

See alsoEdit

ReferencesEdit

  • Zeigarnik, B. (1927). Das Behalten erledigter und unerledigter Handlungen. Psychologische Forschung, 9, 1-85.
  • Zeigarnik, B. (1967). On finished and unfinished tasks. In W. D. Ellis (Ed.), A sourcebook of Gestalt psychology, New York: Humanities press.



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