A procedural explanation of the generation effect: the use of an operand retrieval strategy for multiplication and addition problems.
A study was conducted to investigate the generation effect for the recall of the answers to arithmetic problems. This effect refers to the retention advantage usually found for information that is self-generated compared to material that is simply read. In the first experiment, a generation effect...
| Publicado en: | Journal of Memory & Language Vol. 34; pp. 399 - 417 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Academic Press Inc.
June 1995
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | A study was conducted to investigate the generation effect for the recall of the answers to arithmetic problems. This effect refers to the retention advantage usually found for information that is self-generated compared to material that is simply read. In the first experiment, a generation effect was found for subjects given simple multiplication problems but not for those given addition problems. Employing a within-subjects design, the second experiment revealed that a generation effect did take place for addition problems when the subjects were given multiplication problems as well. In the third experiment, a generation effect for addition problems was observed when subjects were instructed at the time of the retention test to use an operand retrieval strategy. All three experiments demonstrated a generation effect for the answers to arithmetic problems only when subjects reinstated at test the cognitive procedures that were employed at study. |
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