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Does generation benefit learning for narrative and expository texts? A direct replication attempt.

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Title: Does generation benefit learning for narrative and expository texts? A direct replication attempt.
Authors: Schindler, Julia (AUTHOR), Richter, Tobias (AUTHOR), Mar, Raymond (AUTHOR)
Source: Applied Cognitive Psychology. Mar2021, Vol. 35 Issue 2, p559-564. 6p.
Subjects: Exposition (Rhetoric), Narration, Level of difficulty
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. [ABSTRACT FROM AUTHOR]
Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Does generation benefit learning for narrative and expository texts? A direct replication attempt.
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  Data: <searchLink fieldCode="AR" term="%22Schindler%2C+Julia%22">Schindler, Julia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Richter%2C+Tobias%22">Richter, Tobias</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mar%2C+Raymond%22">Mar, Raymond</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Mar2021, Vol. 35 Issue 2, p559-564. 6p.
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  Data: <searchLink fieldCode="DE" term="%22Exposition+%28Rhetoric%29%22">Exposition (Rhetoric)</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Level+of+difficulty%22">Level of difficulty</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Level of difficulty
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              Text: Mar2021
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