Developmental aspects of the generation effect

McFarland, Carl E.; Duncan, Edward M.; Bruno, Jan Marie

doi:10.1016/0022-0965(83)90043-7

Cited by 24 publications

(14 citation statements)

References 21 publications

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“…This pattern is consistent with findings that self-generated material is better remembered by adults and children than material that is read or heard (the generation effect; e.g., Calvert, 1991;McFarland, Duncan, & Bruno, 1983;McNamara & Healy, 1995;Slamecka & Graf, 1978). In realworld contexts also, self-generated misinformation is more likely to be incorporated into children's accounts than is misinformation generated by the interviewer (see Holliday, Reyna, & Hayes, 2002).…”

Section: Discussionsupporting

confidence: 88%

The Time to Talk: The Influence of the Timing of Adult–Child Talk on Children's Event Memory

McGuigan¹,

Salmon²

2004

Child Development

135

143

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To investigate the influence of the nature and timing of adult-child talk on event recall, this study engaged 63 three-year-olds and 65 five-year-olds in a staged event and interviewed them 2 weeks later. Children were assigned to 1 of 4 conditions: elaborative pre-, during-, and post-talk, and empty talk (during the event). Children in the elaborative, relative to the empty, talk conditions made fewer errors. Furthermore, post-talk had the greatest influence on correct recall, although for the 5-year-olds, during-talk was also facilitative. Recall was enhanced to a greater extent by the child's contribution to the talk, relative to that of the adult. The findings contribute to an understanding of the mechanisms by which adult-child conversations influence recall.

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Section: Discussionsupporting

confidence: 88%

The Time to Talk: The Influence of the Timing of Adult–Child Talk on Children's Event Memory

McGuigan¹,

Salmon²

2004

Child Development

135

143

View full text Add to dashboard Cite

show abstract

“…Consistent with these findings, research on a phenomenon known as the generation effect suggests that the act of generating known lexical or semantic information promotes memory for self-generated items (Bertsch, Pesta, Wiscott, & McDaniel, 2007; Gardiner, Gregg, & Hampton, 1988; Gardiner & Hampton, 1985). Furthermore, until approximately 9 years of age, the generation effect is predominantly demonstrated through forced-choice measures as compared to open-ended measures (McFarland, Duncan, & Bruno, 1983). Based on this analogous developmental pattern, it is therefore reasonable to conclude that the act of operating over separate but related facts in order to derive new knowledge might have conferred benefits for retention of that information over a delay, despite having demonstrated this self-derived knowledge in a less robust form initially.…”

Section: Discussionmentioning

confidence: 99%

Integrating across episodes: Investigating the long-term accessibility of self-derived knowledge in 4-year-old children

Varga

Stewart

Bauer

2016

Journal of Experimental Child Psychology

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Semantic memory, defined as our store of knowledge about the world, provides representational support for all of our higher order cognitive functions. As such, it is crucial that the contents of semantic memory remain accessible over time. Although memory for knowledge learned through direct observation has been previously investigated, we know very little about the retention of knowledge derived through integration of information acquired across separate learning episodes. The present research investigated cross-episode integration in 4-year-old children. Participants were presented with novel facts via distinct story episodes and tested for knowledge extension through cross-episode integration, as well as for retention of the information over a 1-week delay. In Experiment 1, children retained the self-derived knowledge over the delay, though performance was primarily evidenced in a forced-choice format. In Experiment 2, we sought to facilitate the accessibility and robustness of self-derived knowledge by providing a verbal reminder after the delay. The accessibility of self-derived knowledge increased, irrespective of whether participants successfully demonstrated knowledge of the integration facts during the first visit. The results suggest knowledge extended through integration remains accessible after delays, even in a population in which this learning process is less robust. The findings also demonstrate the facilitative effect of reminders on the accessibility and further extension of knowledge over extended time periods.

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“…Recall and recognition of self-generated material is consistently higher than the control condition in which participants read the full stimulus-target word pairs. This effect has been observed as early as 7 years of age and continues to develop throughout the school years (McFarland, Duncan, & Bruno, 1983). Whether the facilitative effect of self-generation extends beyond known semantic content to promote retention of newly derived knowledge is not known.…”

mentioning

confidence: 98%

Effects of delays on 6-year-old children’s self-generation and retention of knowledge through integration

Varga

Bauer

2013

Journal of Experimental Child Psychology

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The present research was an investigation of the effect of delay on self-generation and retention of knowledge derived through integration by 6-year-old children. Children were presented with novel facts from passages read aloud to them (stem facts) and tested for self-generation of new knowledge through integration of the facts. In Experiment 1, children integrated the stem facts at Session 1 and retained the self-generated memory traces over 1 week. In Experiment 2, 1-week delays were imposed either between the to-be-integrated facts (between-stem delay) or after the stem facts but before the test (before-test delay). Integration performance was diminished in both conditions. Moreover, memory for individual stem facts was lower in Experiment 2 than in Experiment 1, suggesting that self-generation through integration promoted memory for explicitly taught information. The results indicate the importance of tests for promoting self-generation through integration as well as for retaining newly self-generated and explicitly taught information.

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Developmental aspects of the generation effect

Cited by 24 publications

References 21 publications

The Time to Talk: The Influence of the Timing of Adult–Child Talk on Children's Event Memory

The Time to Talk: The Influence of the Timing of Adult–Child Talk on Children's Event Memory

Integrating across episodes: Investigating the long-term accessibility of self-derived knowledge in 4-year-old children

Effects of delays on 6-year-old children’s self-generation and retention of knowledge through integration

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