ERIC Number: EJ1436682
Record Type: Journal
Publication Date: 2024-Jul
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4080
EISSN: EISSN-1099-0720
Does Generation Benefit Learning for Narrative and Expository Texts? A Direct Replication Attempt
Applied Cognitive Psychology, v38 n4 e4230 2024
Generated information is better recognized and recalled than information that is read. This generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration is by McDaniel, Einstein, Dunay, and Cobb ("Journal of Memory and Language," 1986, 25(6), 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, the present study closely replicated MEDC's Experiment 2 in two separate German and English-speaking samples. The present study provided partial evidence in favor of the expected interaction, which ultimately depended on successful completion of the generation task (with near-to-perfect accuracy). Moreover, it indicates that sentence unscrambling might enhance learning across genres.
Descriptors: Cognitive Processes, Memory, Recall (Psychology), Replication (Evaluation), Experiments, German, English
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Related Records: EJ1290514
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A