Processing instructions and the generation effect: a test of the multifactor transfer-appropriate processing theory.

We report two experiments designed to test further the multifactor transfer-appropriate processing explanation of generation effects (deWinstanley, Bjork, & Bjork, 1996). The present research focuses on the following assumptions: (a) that processing resources are limited and, thus, the processing of one type of information can be, and often is, incompatible with the processing of other types of information; and (b) that reading and generating differ in terms of the flexibility they permit for the distribution of the subject's processing resources across the available information in an experimental context. These assumptions were tested by examining the consequences of processing instructions on the occurrence of generation effects, and the lack thereof, in free recall and cued recall. Across both experiments, identical processing instructions had strikingly different consequences on the later free-recall and cued-recall performance of subjects who encoded targets by generating them versus reading them, a pattern consistent with the foregoing assumptions.

Generation effects and the lack thereof: the role of transfer-appropriate processing.

We report two experiments designed to test a multifactor transfer-appropriate processing explanation of generation effects, and the lack thereof, in free recall and cued recall. The basic argument is that the act of generating a target enhances the processing of one or more possible types of information (e.g. target-specific information, cue-target relationships, or target-target relationships) and that subsequent retention tests will reveal an advantage (or disadvantage) of such generation (compared to a "read" control) to the degree that a test is sensitive to the information on which processing was focused during study. Across the two experiments, manipulations of identical stimulus materials forced subjects to process different types of information in order to generate targets, producing a striking reversal in the relative levels of free recall and cued recall for targets that had been generated vs. read, and lending strong support to the transfer-appropriate processing aspect of the proposed framework for explaining generation effects.