Today, we’re focusing on a psychological principle that can optimize your teaching approach—the Zeigarnik effect—and how it enhances student engagement and learning.

What is the Zeigarnik effect?

Identified by psychologist Bluma Zeigarnik in the 1920s, the Zeigarnik effect describes our brain’s tendency to remember unfinished tasks better than completed ones. This phenomenon arises because unfinished tasks create a cognitive tension or a “mental itch,” compelling our brains to seek closure or “close the loop”. It’s like a mental cliffhanger, keeping the task at the forefront of our consciousness.

Have you experienced this?

Maybe you’ve noticed this effect in your own life—have you ever been so absorbed in a TV series that stopping mid-episode made you restless until you could see the end? Or perhaps started a puzzle that you couldn’t stop thinking about until it was completed? Maybe you started applying for a job and couldn’t stand that your application status said “75% Complete” and felt compelled to finish it right then and there. This is the Zeigarnik effect in action, and it’s a powerful tool we can use in piano education.

The neuroscience behind the Zeigarnik Effect

At the core of the Zeigarnik effect lies our brain’s unique way of processing incomplete tasks. Research suggests that when we leave a task unfinished, it triggers a pattern of neural activity that increases retention and recall. This is partly due to the involvement of the prefrontal cortex, the area of the brain responsible for executive functions like planning, decision-making, and managing attention. When a task is not completed, the prefrontal cortex keeps processing the information, trying to find closure. This ongoing activity enhances memory consolidation—the process of transferring new learning into long-term memory. Furthermore, the dopamine system, which plays a key role in reward and motivation, is also activated by pending tasks, as it anticipates the satisfaction of task completion. This anticipation can heighten our focus and commitment to the task, driving us to resume and finish it. By harnessing this effect, piano lessons can tap into these deeper neural processes to boost learning and engagement.

Applying neuroscience to piano teaching

As a piano teacher, I find the Zeigarnik effect particularly useful for crafting lessons that motivate students intrinsically. Here’s how you can apply this effect to make your piano lessons more engaging:

1. Structured musical tension:
Purposefully plan lessons to end on an incomplete musical phrase or before the climax of a piece. This pause creates a psychological need for closure, similar to the brain’s response to any unfinished task, motivating students to resume practice. Remember to still perform the entire piece for them, including the unresolved segment, before the end of the lesson so you can stir their curiosity and anticipation and give them a solid preview of what is to come.

2. Cognitive breaks and interludes:
Insert brief, unrelated musical discussions or theory segments during practical tasks. These interludes refresh focus and intensify the desire to finish the interrupted task, reinforcing the Zeigarnik effect.

3. Reflective practice:
Encourage students to keep a practice log, detailing points of interruption. Ask them write down their thoughts on unfinished tasks. This engages executive brain functions, which are responsible for planning and prioritizing and are critical for effective practice.

In conclusion…

Understanding and applying the Zeigarnik effect enables piano teachers to create a learning environment that naturally enhances engagement through neuroscientific principles. This approach taps into the brain’s inherent behaviors—like seeking resolution and enjoying challenges—making learning more intuitive and deeply satisfying.

What do you think of the Zeigarnik effect? What other tricks do you use in your studio that have been effective? I would love to hear from you!

Source: MacLeod CM. Zeigarnik and von Restorff: The memory effects and the stories behind them. Mem Cognit. 2020 Aug;48(6):1073-1088. doi: 10.3758/s13421-020-01033-5. PMID: 32291585.