@article{SchindlerRichterMar2021,
  author    = {Schindler, Julia and Richter, Tobias and Mar, Raymond},
  title     = {Does generation benefit learning for narrative and expository texts? A direct replication attempt},
  series = {Applied Cognitive Psychology},
  volume    = {35},
  journal   = {Applied Cognitive Psychology},
  number    = {2},
  doi       = {10.1002/acp.3781},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-224496},
  pages     = {559 -- 564},
  year      = {2021},
  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.},
  language  = {en}
}
@article{SchindlerRichterEysser2017,
  author    = {Schindler, Julia and Richter, Tobias and Eyßer, Carolin},
  title     = {Mood moderates the effect of self-generation during learning},
  series = {Frontline Learning Research},
  volume    = {5},
  journal   = {Frontline Learning Research},
  number    = {4},
  doi       = {10.14786/flr.v5i4.296},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-159282},
  pages     = {76-88},
  year      = {2017},
  abstract  = {Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect need to be identified. This study investigated the impact of positive and negative mood states on the generation effect with short expository texts. According to the dual-force framework (Fiedler, Nickel, Asbeck, \& Pagel, 2003), positive mood should facilitate generation by enhancing creative knowledge-based top-down processing (assimilation). Negative mood, however, should facilitate learning in the read-condition by enhancing critical stimulus-driven bottom-up processing (accommodation). In contrast to our expectations, we found no general generation effect but an overall learning advantage of read compared to generated texts. However, a significant interaction of learning condition and mood indicates that learners in a better mood recall generated texts better than learners in a more negative mood, whereas no mood effect was found when the texts were read. The results of the present study partially support the predictions of the dual-force framework and are discussed in the context of recent theoretical approaches to the generation effect.},
  language  = {en}
}