dc.contributor.author
Schindler, Julia
dc.contributor.author
Richter, Tobias
dc.contributor.author
Mar, Raymond A.
dc.date.accessioned
2024-09-09T11:23:45Z
dc.date.available
2024-09-09T11:23:45Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/44844
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-44554
dc.description.abstract
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.
en
dc.format.extent
13 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
expository texts
en
dc.subject
generation effect
en
dc.subject
narrative texts
en
dc.subject.ddc
100 Philosophie und Psychologie::150 Psychologie::150 Psychologie
dc.title
Does generation benefit learning for narrative and expository texts? A direct replication attempt
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.articlenumber
e4230
dcterms.bibliographicCitation.doi
10.1002/acp.4230
dcterms.bibliographicCitation.journaltitle
Applied Cognitive Psychology
dcterms.bibliographicCitation.number
4
dcterms.bibliographicCitation.volume
38
dcterms.bibliographicCitation.url
https://doi.org/10.1002/acp.4230
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Sonderpädagogik
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
1099-0720
refubium.resourceType.provider
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