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

Generated information is better recognized and recalled than that 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 Memory Language, 25, 645–656; henceforth MEDC). group tested whether occurs only if task stimulates cognitive processes not already stimulated text. Numerous studies, however, report difficulties replicating this text generation-task interaction, which suggests might be found under conditions closer to original method MEDC. To test assumption, we will closely replicate MEDC's Experiment 2 in German English-speaking samples. Replicating would suggest it can reproduced, at least limited conditions, provide necessary foundation future investigations into boundary effect, with an eye towards its utility applied contexts.