Does Generation Benefit Learning for Narrative and Expository Texts? A Direct Replication Attempt

Autor/inn/en	Schindler, Julia; Richter, Tobias; Mar, Raymond
Titel	Does Generation Benefit Learning for Narrative and Expository Texts? A Direct Replication Attempt
Quelle	In: Applied Cognitive Psychology, 35 (2021) 2, S.559-564 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schindler, Julia) ORCID (Richter, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3781
Schlagwörter	Cognitive Processes; Memory; Recall (Psychology); Replication (Evaluation); Experiments; German; English + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Gedächtnis; Abberufung; Erprobung; Deutscher; English language; Englisch
Abstract	Generated information is better recognized and recalled than information that is read. This so-called "generation effect" has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, "Journal of Memory and Language," 25, 645-656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation-task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English-speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01