Approximately two-thirds of people with MS have significant cognitive difficulties, including early stages of the disease. These difficulties have been shown to directly influence the functional activities of daily life, including the ability to maintain employment and interpersonal relationships. The most prominent cognitive deficits in people with MS involved are learning and memory. Studies have shown that the main reason for difficulties in learning and memory in people with MS is the difficulty in initial acquisition of information, rather than the retrieval of long-term storage information in the brain. DeLuca demonstrated that when people with MS matched the amount of information initially gained in a list-learning task by reaching a common learning criterion, recognition and recognition performance did not differ significantly from healthy controls at 30 minutes, 90 minutes, and delays of one week after learning.
Since learning is the key problem in people with MS, then treatment focused on improving learning can increase recall and recognition, which in turn can help improve the performance of daily activities.
The self-generation essay is based on research that shows that self-generated elements are better remembered than elements read or heard (ie information provided). This phenomenon, the "generation effect", has proven to be robust to improve learning and memory of new materials learned in healthy individuals as well as in neurological clinical populations such as MS.