Prompting learners to generate keywords after a delay is a promising means to enhance relative judgment accuracy in learning from texts. However, to date, conceptual replications of the keyword effect without the involvement of the researcher who originally proposed it are still scarce. Furthermore, it is unclear whether generating delayed keywords could reduce bias and whether the benefits of generating delayed keywords could be optimized by having learners compare their keywords with expert ones. Against this background, we conducted an experiment with N = 109 university students who read four expository texts and then were randomly assigned to one of three experimental conditions: (a) Generation of keywords after reading, (b) generation of keywords after reading and a comparison with external standards in the form of expert keywords, (c) no keyword generation (control condition). We found that generating delayed keywords significantly increased relative accuracy but did not reduce bias. Furthermore, we found that the comparison with expert keywords enhanced relative accuracy beyond the established keyword effect. However, we also found that the comparison with expert keywords increased bias (here: underconfidence). Overall, these findings suggest that generating and comparing keywords is an effective means to enhance relative accuracy.

促使学习者在延迟后产生关键词是一种有前途的手段，可以提高从文本学习中的相对判断准确性。但是，迄今为止，在没有最初提出该建议的研究人员参与的情况下，关键字效果的概念性复制仍然很少。此外，尚不清楚生成延迟关键字是否可以减少偏差，以及是否可以通过让学习者将其关键字与专家关键字进行比较来优化生成延迟关键字的好处。在此背景下，我们对N = 109名大学生，他们阅读了四个说明性文字，然后被随机分配到以下三个实验条件之一：（a）阅读后生成关键字，（b）阅读后生成关键字，并以专家关键字的形式与外部标准进行比较，（c）没有关键字生成（控制条件）。我们发现，生成延迟的关键字可以显着提高相对准确性，但不会减少偏见。此外，我们发现与专家关键字的比较提高了相对准确性，超出了既定的关键字效果。但是，我们还发现，与专家关键字的比较增加了偏见（此处：信心不足）。总体而言，这些发现表明，生成和比较关键字是提高相对准确度的有效手段。