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

中文翻译：

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世代对叙事和说明文的学习有益吗？直接复制尝试

生成的信息比读取的信息更好地识别和调用。这种所谓的生成效果已针对不同类型的材料（包括文本）进行了多次复制。也许最具影响力的演示是McDaniel等人。（1986年，期刊记忆和语言的，25，645–656; 此后的MEDC）。该小组测试了仅当生成任务刺激了文本尚未激发的认知过程时，才产生生成效果。但是，许多研究报告都难以通过生成任务交互来复制此文本，这表明只能在更接近MEDC原始方法的条件下才能找到效果。为了检验这一假设，我们将在德语和英语样本中紧密复制MEDC的实验2。复制该效果将建议至少可以在有限的条件下对其进行复制，这将为将来对该效果的边界条件进行调查提供必要的基础，并着眼于其在应用环境中的效用。