Carroll M, Nelson T O
Macquarie University, Sydney, N.S.W., Australia.
Mem Cognit. 1993 May;21(3):361-6. doi: 10.3758/bf03208268.
Many experiments have obtained a generation effect (GE) with various kinds of laboratory items. Six of the present seven experiments failed to find a GE when the responses were answers to general information questions that had been learned by college undergraduates who had either read or generated the answers during learning several days before the retention test. A GE also did not occur when those same answers were used as responses in paired-associate learning and were tested 20 min after learning. The GE appeared only when subjects learned lists of answers in the absence of the question context, followed by recognition testing. Implications of these findings are drawn both for the generality of the GE, especially to the kind of items and naturalistic situations in which learning occurs outside the laboratory, and for the theoretical mechanisms that may underlie the GE in traditional laboratory situations.
许多实验利用各类实验室项目获得了生成效应（GE）。在当前的七个实验中，有六个实验未能发现生成效应，这些实验的反应是对一般信息问题的回答，这些问题是由大学生在记忆测试前几天的学习过程中通过阅读或生成答案而学到的。当这些相同的答案在配对联想学习中用作反应并在学习后20分钟进行测试时，也没有出现生成效应。生成效应仅在受试者在没有问题背景的情况下学习答案列表，随后进行识别测试时才会出现。这些发现的意义既涉及生成效应的普遍性，特别是对于在实验室之外发生学习的项目类型和自然情境，也涉及在传统实验室情境中可能构成生成效应基础的理论机制。
