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Cited by 352Memory Processes and InfluencesVisual and Cognitive Learning ProcessesCognitive Functions and Memory

The generation effect: a meta-analytic review

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Bertsch, Sharon, Pesta, Bryan J., Wiscott, Richard, McDaniel, Michael A.·2007·Memory & Cognition
DOI 10.3758/bf03193441
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Abstract

The generation effect refers to the finding that subjects who generate information (e.g., produce synonyms) remember the information better than they do material that they simply read. Meta-analytic techniques were used to summarize 445 effect sizes over 86 studies, thereby assessing the magnitude and 11 potential moderators of the generation effect. The size of the generation effect across the 86 studies was .40--a benefit of almost half a standard deviation of generation over reading. The variability of the effect size due to moderator type was substantial, and we attempted to use this information to clarify several theories that have been proposed to explain the generation effect.

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  • The testing effect is related to new information acquisition, while the generation effect is dependent on the reactivation of well-learned associations and rules.

    “For example, the testing effect is related to new information acquisition, while the generation effect is dependent on the reactivation of well-learned associations and rules (e.g., production of synonyms, categories, rhymes, multiplications; Bertsch et al., 2007).”

    From Neural Correlates of Long-Term Memory Enhancement Following Retrieval Practice (2021) · cites this paper as Bertsch et al., 2007

    The paper’s description of the generation-effect paradigm (page not supplied) includes producing synonyms, rhymes, categories, and multiplication answers. Its Theoretical Implications section (page not supplied) also discusses generation rules, but does not establish that the effect depends on reactivating well-learned associations and rules. The copy does not make the claimed contrast with the testing effect or characterize that effect as new-information acquisition. (LLM, conf=0.84)

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Cites

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Research works printed but not linked: 1

  1. Zacks, R. T., Hasher, L., & Li, K. Z. H. (2000). Human memory. In F. I. M. Craik & T. A. Salthouse (Eds.), Handbook of aging and cogni- tion (pp. 293-357). Mahwah, NJ: Erlbaum.

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Authors
Bertsch, S., Pesta, B. J., Wiscott, R., & McDaniel, M. A.
Affiliations
  • University of Pittsburgh (US)
  • Cleveland State University (US)
  • Shippensburg University (US)
  • Virginia Commonwealth University (US)
Corresponding author
Bertsch, Sharon
ORCID
Pesta, Bryan J.
Venue
Memory & Cognition
Publisher
Springer Science and Business Media LLC
Published
2007-03
Volume
35
Issue
2
Pages
201-210
ISSN
  • 0090-502X (ISSN-L)
  • 1532-5946
DOI
10.3758/bf03193441
OpenAlex
W2059649050
Cited by
352
References
112
Citations by year
2026: 30 · 2025: 20 · 2024: 22 · 2023: 23 · 2022: 22 · 2021: 43 · 2020: 24 · 2019: 20 · 2018: 26 · 2017: 13 · 2016: 15 · 2015: 18 · 2014: 14 · 2013: 18 · 2012: 14
FWCI
0.47
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Memory & Cognition (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
Keywords
generation effect, active recall, synonym generation, moderators of effect size, memory theory, metamemory
MeSH terms
Data Interpretation, Statistical, Humans, Memory, Psychological Theory, Retention, Psychology

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