Experiencing a generation advantage on a first test eliminates the generation advantage on a subsequent test by improving recall of read items¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Experiment 1A, a generation advantage on the first paragraph test was eliminated on the second paragraph test because recall of read items improved significantly while recall of generated items did not change. → deWinstanley 2004

Evidence¶

deWinstanley 2004¶

deWinstanley, P. A., & Bjork, E. L. (2004). Processing strategies and the generation effect: Implications for making a better reader. Memory & Cognition, 32(6), 945-955. https://doi.org/10.3758/bf03196872

q3 · i? · causal · r2

Within-subjects experiment with 44 introductory psychology students studying two paragraphs containing generate- and read-phrases, each followed by a fill-in-the-blank test. The interaction of encoding task and paragraph order was significant [F(1,43) = 11.54, p < .001], and read-item recall rose from "M /H1100541.95" to the level of generated items.

"a memory advantage for generated items occurred on the test of the first paragraph (M /H1100563.27 vs. M /H1100541.95 for generate and read items, respectively) but not on the test of the second paragraph"

Discussion¶

Related Claims¶

• When generate and read items are tested in separate paragraphs, the generation advantage is maintained across tests — related
• Participants who consciously notice a generation advantage after a first test tend to eliminate it on a second test — related