[Generation effect on implicit and explicit memory tasks: influence of instructions and proportion overlap of lists].
The proportion of the words that were common to the study phase and the test phase was manipulated in two experiments. Subjects previously studied either 20% or 80% of the words appearing in the test. In Experiment 1, the subjects performed a word fragment completion test. In the 20% condition, reading words produced more priming than generating words. In the 80% condition, however, generating words produced priming as much as that of the 20% condition. Experiment 2 examined this proportion overlap effect on fragment cued recall test. The generation effect was observed in the 80% condition, but not in the 20% condition. These findings indicate that performance on memory tests is determined by the manipulations of both encoding and retrieval conditions.
Fujita
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Department of Educational Psychology, Faculty of Education, Kyoto University.
D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D014706:Verbal Learning; D014936:Word Association Tests