GENERATING MAKES WORDS MEMORABLE, BUT SO DOES EFFECTIVE READING

被引:74
作者
BEGG, I
VINSKI, E
FRANKOVICH, L
HOLGATE, B
机构
[1] Department of Psychology, McMaster University, Hamilton, L8S 4K1, Ontario
关键词
D O I
10.3758/BF03199571
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
In many experiments, memorial benefits have been found when subjects generate items from fragments rather than read items in their complete forms. Does generation cause-this-difference, or are subjects disposed to adopt different strategies when generating as opposed to reading? If generating causes the difference, items processed in the same way apart from a generative stage should therefore benefit from that generative stage. Our experiments did result in benefits for generating as opposed to reading, but only when the readers processed the words poorly-by pronouncing them. When the readers processed the items well, by imagining them, generating was no better than reading. A new generation effect was found in meta memory. Subjects thought they would remember more generated items than read items; however, the act of making the prediction entailed meaningful processing, and the generated items were not actually remembered better than the read ones. © 1991 Psychonomic Society, Inc.
引用
收藏
页码:487 / 497
页数:11
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