In transfer-appropriate processing, encoding occurs in two different stages. This helps demonstrate how stimuli were processed. In the first phase, the exposure to stimuli is manipulated in a way that matches the stimuli. The second phase then pulls heavily from what occurred in the first phase and how the stimuli was presented; it will match the task during encoding. Encoding Specificity The context of learning shapes how information is encoded. For instance, Kanizsa in 1979 showed a picture that could be interpreted as either a white vase on a black background or 2 faces facing each other on a white background. The participants were primed to see the vase. Later they were shown the picture again but this time they were primed to see the black faces on the white background. Although this was the same picture as they had seen before, when asked if they had seen this picture before, they said no. The reason for this was that they had been primed to see the vase the first time the picture was presented, and it was therefore unrecognizable the second time as two faces. This demonstrates that the stimulus is understood within the context it is learned in as well the general rule that what really constitutes good learning are tests that test what has been learned in the same way that it was learned. Therefore, to truly be efficient at remembering information, one must consider the demands that future recall will place on this information and study in a way that will match those demands. Generation Effect Another principle that may have the potential to aid encoding is the generation effect. The generation effect implies that learning is enhanced when individuals generate information or items themselves rather than reading the content. The key to properly apply the generation effect is to generate information, rather than passively selecting from information already available like in selecting an answer from a multiple-choice question In 1978, researchers Slameka and Graf conducted an experiment to better understand this effect. In this experiment, the participants were assigned to one of two groups, the read group or the generate group. The participants assigned to the read group were asked to simply read a list of paired words that were related, for example, horse-saddle. The participants assigned to the generate group were asked to fill in the blank letters of one of the related words