O'Neill W, Roy L, Tremblay R
Department of Psychology, University of Moneton, NB, Canada.
Mem Cognit. 1993 Jul;21(4):488-95. doi: 10.3758/bf03197180.
Two experiments were performed with incidental study procedures in which generation effects were observed for relatively balanced French-English bilingual subjects on measures of both free recall and recognition. Experiment 1 used a within-subject design, and Experiment 2 used a between-subject design. In both experiments, reading translations and reading same-language repetitions generally resulted in similar amounts of retention. Experiment 2 and Experiment 3 also showed that the generation effect was abolished under intentional study procedures because of an enhancement of reading-based retention. The results suggested that previous failures to obtain a translation-based generation effect may have been due to the use of intentional study procedures. The pattern of effects was explained in terms of a single-code model of bilingual linguistic representation and an individual-item processing interpretation of the generation effect.
