A number of studies in psychology have found a self-reference effect for memory of course materials. For example, Benjamin (1991) found that students gained a better understanding of course material when they were able to relate personal anecdotes to course content. Hartlep and Forsyth (2000) demonstrated that students taught to reflect on experiences from their own life that illustrated what they read in their textbook retained more of what they read than students who simply studied the text in their usual way.

Such studies suggest that if students can see the material as an elaboration or a refinement of what they already remember from personal experience, their recall should be better than for material they merely try to memorize by rote.

Active comparisons of life experiences and course content are difficult to accomplish during a class meeting, particularly in large classes. Students often volunteer examples, but it can be time consuming if more than just a few participate at a time. Further, many remain quiet, reluctant to speak in front of a large audience. Hartlep and Forsyth (2000) find that, though it aids retention, few students think to use a self-reference strategy when reading their textbooks. There is little to suggest self-reference is any more common during class lectures.