A Procedural Explanation of the Generation Effect for Simple and Difficult Multiplication Problems and Answers

McNamara, Danielle S.; Healy, Alice F.

doi:10.1006/jmla.2000.2720

Cited by 39 publications

(47 citation statements)

References 61 publications

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“…Our source accuracy findings are consistent with theories that emphasize the role of cognitive operations in both item memory (the procedural reinstatement view, McNamara & Healy, 2000) and source memory (the source-monitoring framework, Foley et al, 2006;Johnson et al, 1993). As predicted, source-monitoring tests directing attention to the operations guiding anagram manipulations by asking participants to remember the way in which they operated on anagram materials (type of task judgment, Experiment 1) lead to an advantage in memory for words associated with difficult anagrams over those associated with easy ones.…”

Section: Discussionsupporting

confidence: 89%

“…Further weakening the persuasiveness of the cognitive effort explanation, McNamara and Healy (2000) predicted and confirmed an advantage for solutions to simpler versions of multiplication problems in comparison with more complex versions. This advantage for simpler versions led McNamara and Healy (2000) to conclude that the operations involved in solving the simpler versions were easier to remember (or at least more likely to be activated at test), contributing to the memory advantage.…”

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confidence: 90%

“…Although a traditional generation effect is observed when comparing memory for words generated as anagram solutions to memory for nongenerated words Jacoby, 1991;Taconnat & Isingrini, 2004, Experiment 2), an additional advantage is not found for words generated as solutions to difficult anagrams in comparison with words generated as solutions to easy ones R. L. Marsh & Bower, 1993;McNamara & Healy, 2000;Zacks et al, 1983). (Based on norms for anagram construction, a difficult anagram is a letter string produced by rearranging as much as possible the ordering of letters in a word, whereas an easy anagram is a letter string produced by transposing an adjacent pair of letters in a word.)…”

mentioning

confidence: 99%

“…This advantage for simpler versions led McNamara and Healy (2000) to conclude that the operations involved in solving the simpler versions were easier to remember (or at least more likely to be activated at test), contributing to the memory advantage. Referring to the basis of their predictions as the procedural reinstatement view, McNamara and Healy (2000) offered this view as an alternative to the cognitive operations explanation, presumably because their finding of an advantage in memory for easy problems over difficult ones is not predicted by an explanation emphasizing the role of cognitive effort.…”

mentioning

confidence: 99%

“…Presumably, when participants are asked to remember who generated particular solutions, if problem-solving strategies come to mind at test, these strategies would serve as cues about who solved the problems (self or partner). Thus, participants seem to use cognitive operations information to guide the retrieval of problem solutions (McNamara & Healy, 2000) and to render source-monitoring judgments about who generated problem solutions (i.e., self or partner, Foley et al, 2006).…”

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confidence: 99%

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Source-monitoring judgments about anagrams and their solutions: Evidence for the role of cognitive operations information in memory

Foley

2007

Memory & Cognition

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 90%

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confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Source-monitoring judgments about anagrams and their solutions: Evidence for the role of cognitive operations information in memory

Foley

2007

Memory & Cognition

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Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities

Abel

Niedling

Hänze

2020

Applied Cognitive Psychology

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Recent studies on text sequencing found learning advantages of interleaving over blocking in terms of high-level inferences. We conducted a 2 × 2 × 2 mixed factorial experiment with college students (n = 117) by manipulating text sequence (interleaved vs. blocked) and self-questioning activity while reading (spontaneous vs. prompted) between subjects and testing delay (immediately vs. 1-week delay) within subjects. Results revealed that students are spontaneously engaged in selfquestioning and inferential processing while reading an interleaved text. Students who were spontaneously engaged while reading an interleaved text outperformed their counterparts in all other conditions in the immediate and delayed test on comparative reasoning, inductive reasoning, and memorization of factual details. The learning advantages were mediated by inductive inferences made while reading an interleaved text. Results support the discriminative contrast view that readers are encouraged to discover the underlying regularities when differences and similarities among categories are accentuated by their juxtaposition.

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Generation and the subjective feeling of “aha!” are independently related to learning from insight

Kizilirmak

Silva

Imamoglu

et al. 2015

Psychological Research

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It has been proposed that sudden insight into the solutions of problems can enhance long-term memory for those solutions. However, the nature of insight has been operationalized differently across studies. Here, we examined two main aspects of insight problem-solving—the generation of a solution and the subjective “aha!” experience—and experimentally evaluated their respective relationships to long-term memory formation (encoding). Our results suggest that generation (generated solution vs. presented solution) and the “aha!” experience (“aha!” vs. no “aha!”) are independently related to learning from insight, as well as to the emotional response towards understanding the solution during encoding. Moreover, we analyzed the relationship between generation and the “aha!” experience and two different kinds of later memory tests, direct (intentional) and indirect (incidental). Here, we found that the generation effect was larger for indirect testing, reflecting more automatic retrieval processes, while the relationship with the occurrence of an “aha!” experience was somewhat larger for direct testing. Our results suggest that both the generation of a solution and the subjective experience of “aha!” indicate processes that benefit long-term memory formation, though differently. This beneficial effect is possibly due to the intrinsic reward associated with sudden comprehension and the detection of schema-consistency, i.e., that novel information can be easily integrated into existing knowledge.

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A Procedural Explanation of the Generation Effect for Simple and Difficult Multiplication Problems and Answers

Cited by 39 publications

References 61 publications

Source-monitoring judgments about anagrams and their solutions: Evidence for the role of cognitive operations information in memory

Source-monitoring judgments about anagrams and their solutions: Evidence for the role of cognitive operations information in memory

Spontaneous inferential processing while reading interleaved expository texts enables learners to discover the underlying regularities

Generation and the subjective feeling of “aha!” are independently related to learning from insight

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