(Proposal) Testing the Multifactor Account of Generation for Subject Learning

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Abstract

The generation effect refers to the advantage in memory for self-generated information compared to information that is received from another source (e.g., through reading). The multifactor account posits that generation improves the processing of the specific information a learner uses to complete the task, and the generation effect will be observed if the memory test depends on the recruitment of that information. Although many psychological phenomena have informed effective study practices, less is known about how the generation effect can be utilized for subject learning, despite a plethora of experimental research on the phenomenon. The proposed study aims to address this knowledge gap by testing claims put forth by the multifactor account using more naturalistic stimuli. In Experiment 1, we aim to assess whether cue-target relational processing is enhanced through self-generation in a test of cued recall for target concept words, and for their definitions. In Experiment 2, we aim to test whether recall for category membership can also be enhanced by self-generation. Two independent t-tests will evaluate our specific hypotheses outlined in Experiment 1, and a repeated measures factorial analysis of variance will test the hypotheses in Experiment 2. The aim of the proposed study is to provide further tests of the multifactor account, using more elaborate and naturalistic stimuli than previous studies, and to contribute to the limited research on the text generation effect.

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