Generative tasks foster the integration of new idea units into coherent mental representations. However, they scarcely foster the consolidation of the new knowledge in memory. Hence, a promising means to optimize generative tasks is incorporating retrieval practice into them. A viable means to do so is implementing generative tasks in a closed-book style in which learners cannot access the learning material while working on the task. We investigated the effects of such closed-book generative tasks in comparison to open-book ones. Furthermore, we analyzed whether a closed/open switch style, in which learners could flexibly switch between the two styles, would be superior to both a pure closed- and a pure open-book style. We found that a closed-book style slightly hindered generative activities but not learning outcomes in comparison to an open-book style. The closed/open switch style yielded better learning outcomes than both a pure closed- and pure open-book style.

生成任务促进将新的思想单元整合到连贯的心理表征中。但是，它们几乎不会促进记忆中新知识的整合。因此，优化生成任务的一种有前途的方法是将检索实践纳入其中。这样做的可行方法是以封闭的方式执行生成性任务，即学习者在执行任务时无法访问学习材料。我们研究了与开卷书相比，此类闭卷书生成任务的效果。此外，我们分析了一种可以使学生灵活地在两种风格之间进行切换的闭合/打开切换样式是否优于纯闭合和纯打开书籍两种样式。我们发现，与开放式书本相比，封闭式书本稍微阻碍了创生活动，但没有学习成果。与纯封闭书本和纯开放书本风格相比，封闭/打开切换风格产生了更好的学习效果。