Generative learning activities are assumed to support the construction of coherent mental representations of to-be-learned content, whereas retrieval practice is assumed to support the consolidation of mental representations in memory. Considering such functions that complement each other in learning, research on how generative learning and retrieval practice intersect appears to be very fruitful. Nevertheless, the relationship between these two fields of research is “expandable”—research on generative learning and retrieval practice has been pursued so far largely side by side without taking much note of each other. Against this background, the present article aims to give this relationship a boost. For this purpose, we use the case of follow-up learning tasks provided after learners have processed new material in an initial study phase to illustrate how these two research strands have already inspired each other and how they might do so even more in the future. In doing so, we address open- and closed-book formats of follow-up learning tasks, sequences of follow-up learning tasks that mainly engage learners in generative activities and tasks that mainly engage learners in retrieval practice, and discuss commonalities and differences between indirect effects of retrieval practice and generative learning activities. We further highlight what we do and do not know about how these two activity types interact. Our article closes with a discussion on how the relationship between generative learning and retrieval practice research could bear (more and riper) fruit in the future.

假设生成学习活动支持构建要学习的内容的连贯心理表征，而假设检索练习支持记忆中心理表征的巩固。考虑到这些在学习中相互补充的功能，关于生成学习和检索实践如何交叉的研究似乎非常富有成果。尽管如此，这两个研究领域之间的关系是“可扩展的”——迄今为止，生成学习和检索实践的研究基本上是并行进行的，而没有过多关注彼此。在此背景下，本文旨在推动这种关系。为此，我们使用学习者在初始学习阶段处理新材料后提供的后续学习任务的案例来说明这两个研究分支如何相互启发以及它们在未来如何进一步发挥作用。在此过程中，我们讨论了后续学习任务的开卷和闭卷格式、主要让学习者参与生成活动的后续学习任务序列以及主要让学习者参与检索练习的任务，并讨论了它们之间的共性和差异。检索练习和生成学习活动的间接影响。我们进一步强调我们所做的和不知道的这两种活动类型如何相互作用。我们的文章最后讨论了生成学习和检索实践研究之间的关系如何在未来结出（更多、更成熟的）成果。