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Does generation benefit learning for narrative and expository texts? A direct replication attempt
Zitieren Sie bitte immer diese URN: urn:nbn:de:bvb:20-opus-224496
- 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 replicatingGenerated 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.…
Autor(en): | Julia SchindlerORCiD, Tobias RichterORCiD, Raymond Mar |
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URN: | urn:nbn:de:bvb:20-opus-224496 |
Dokumentart: | Artikel / Aufsatz in einer Zeitschrift |
Institute der Universität: | Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut für Psychologie |
Sprache der Veröffentlichung: | Englisch |
Titel des übergeordneten Werkes / der Zeitschrift (Englisch): | Applied Cognitive Psychology |
Erscheinungsjahr: | 2021 |
Band / Jahrgang: | 35 |
Heft / Ausgabe: | 2 |
Erste Seite: | 559 |
Letzte Seite: | 564 |
Originalveröffentlichung / Quelle: | Applied Cognitive Psychology 2021, 35(2):559-564. DOI: 10.1002/acp.3781 |
DOI: | https://doi.org/10.1002/acp.3781 |
Allgemeine fachliche Zuordnung (DDC-Klassifikation): | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Freie Schlagwort(e): | expository texts; generation effect; learning; narrative texts; replication |
Datum der Freischaltung: | 14.12.2021 |
Lizenz (Deutsch): | CC BY-NC: Creative-Commons-Lizenz: Namensnennung, Nicht kommerziell 4.0 International |