The generation effect and the modeling of associations in memory

Clark, Steven E.

doi:10.3758/bf03197245

Cited by 27 publications

(20 citation statements)

References 25 publications

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“…McHoul found that teachers tended to provide correct responses only as a last resort when the clueing failed to elicit self-repair. In addition, experimental studies of the generation effect have shown that participants remember items that they have generated in response to cues better than items merely provided to them (e.g., Clark, 1995). Finally, there is also some evidence from L2 classroom research (Slimani, 1992) that learners recall target features that they utter in response to teacher prompts more than features that are recast by the teacher (see Panova & Lyster, 2002).…”

Section: Support For Self-repairmentioning

confidence: 99%

Negotiation in immersion teacher–student interaction

Lyster

2002

International Journal of Educational Research

102

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This paper explores the role of negotiation in teacher-student interaction and argues that the negotiation of meaning, defined as a set of conversational moves which work toward mutual comprehension, is too narrow a construct to fulfil its pedagogical potential in teacherstudent interaction in communicative and content-based second language (L2) classrooms. Drawing on examples from immersion classrooms, where the overriding focus is on delivery of subject matter in the L2, an argument is presented in support of a more comprehensive view of negotiation that accounts for corrective feedback and distinguishes between meaning-focused and form-focused negotiation. r

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Section: Support For Self-repairmentioning

confidence: 99%

Negotiation in immersion teacher–student interaction

Lyster

2002

International Journal of Educational Research

102

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“…In a second version of SAM, introduced by Shiffrin, Murnane, Gronlund, and Roth (1988), associations are represented as higher order units that are separate from the items that make up the associations. Clark (1995) refers to this version as the higher order association (HOA) model. In an analysis of the generation effect, Clark (1995) showed that the HOA model provides a better and more parsimonious fit than the ILA model.…”

Section: Global Matching Modelsmentioning

confidence: 99%

“…Clark (1995) refers to this version as the higher order association (HOA) model. In an analysis of the generation effect, Clark (1995) showed that the HOA model provides a better and more parsimonious fit than the ILA model. The present finding that subjects can, to a considerable degree, distinguish the frequency of single words and word pairs provides further support for the HOA version of SAM.…”

Section: Global Matching Modelsmentioning

confidence: 99%

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Tests of the separate retrieval of item and associative information using a frequency-judgment task

Hockley

Cristi

1996

Mem Cogn

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The degree to which item and associative information can be distinguished at retrieval was assessed using a frequency-judgment task. Words were shown various numbers of times individually and as members of word pairs. At test, subjects judged the frequency of the word pairs and a word's frequency as an individual item, its frequency as a member of word pairs, or the combined frequency of the word. Subjects made all of these judgments with considerable accuracy. The frequency of presentations in the nontarget format had consistent, but small, effects on the judgments for the target frequencies. The results provide further support for the distinction between item and associative information and for the source-monitoring framework of Johnson, Hashtroudi, and Lindsay (1993), and they have important implications for global matching models of memory.Item information, the representation ofthe occurrence of a single event, and associative information, the representation ofrelationships between individual items, have been distinguished both empirically and theoretically. Empirically, recent evidence has shown that recognition memory for item and associative information have different time courses at retrieval (Dosher, 1988;Gronlund & Ratcliff, 1989), have different rates offorgetting (Hockley 1991b(Hockley , 1992Murdock & Hockley, 1989), and are differentially affected by natural language word frequency (Clark, 1992;Clark & Burchett, 1994;Clark & Shiffrin, 1992;Hockley, 1994). Recent neurophysiological evidence also supports this distinction and indicates that the hippocampal region plays a fundamental and specialized role in associative learning (Eichenbaum & Bunsey, 1995).From a theoretical perspective, the distinction between item and associative information has been formally instantiated, although in quite different ways, in the family of global matching models. The common assumption within This work was supported by a Natural Sciences and Engineering Research Council of Canada operating grant and a course remission grant from Wilfrid Laurier University to the first author, and an NSERC summer research scholarship awarded to the second author, who is now at the University ofOttawa. We thank Doug Hintzman, Doug Nelson, and Scott Gronlund for many constructive comments on an earlier version of this paper, including suggestions that led to Experiments 5 and 7. We also thank Mike Humphreys for his question at a presentation of a portion of this work at the 1994 meeting of the Psychonomic Society in St. Louis, which led to Experiment 6, and Joanne Bonanno and Sarah Mercer for assistance in data collection. Correspondence can be addressed to W. E. Hockley, Department of Psychology, Wilfrid Laurier University, Waterloo, ON, Canada N2L 3C5 (e-mail: whockley@ mach I.wlu.ca).this class of models is that, at test, the output ofthe model is a familiarity value that represents the global match of the recognition probe (a single item or a pair of items) and the contents ofmemory. Three representatives ofthis family are MINERVA 2 (...

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“…SAM further assumes that retrieval is cue dependent, with the list context and previously recalled items serving as retrieval cues for other items, and the probability of retrieving an item being determined by strength-dependent competition among all items associated to a given set of cues. SAM has been applied to a broad range of free recall phenomena, including the effects of presentation rate and list length (Raaijmakers & Shiffrin, 1980), part-set cuing (Raaijmakers & Shiffrin, 1981), word frequency (Gillund & Shiffrin, 1984), interference and forgetting (Mensink & Raaijmakers, 1988), list strength (Shiffrin, Ratcliff, & Clark, 1990), generation (Clark, 1995), and temporal contiguity (Kahana, 1996). Notwithstanding SAM's far-ranging ability to simulate recall phenomena, instantiations of SAM to date have made certain simplifying assumptions that impair a test of whether the model can simulate the effects of prior experience on free recall.…”

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confidence: 99%

Going beyond a single list: Modeling the effects of prior experience on episodic free recall

Sirotin

Kimball

Kahana

2005

Psychonomic Bulletin & Review

139

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We present an extension of the search of associative memory (SAM) model that simulates the effects of both prior semantic knowledge and prior episodic experience on episodic free recall. The model incorporates a memory store for preexisting semantic associations, a contextual drift mechanism, a memory search mechanism that uses both episodic and semantic associations, and a large lexicon including both words from prior lists and unpresented words. These features enabled the model to successfully account for the effects of prior semantic knowledge and prior episodic learning on the pattern of correct recalls and intrusions observed in free recall experiments.

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The generation effect and the modeling of associations in memory

Cited by 27 publications

References 25 publications

Negotiation in immersion teacher–student interaction

Negotiation in immersion teacher–student interaction

Tests of the separate retrieval of item and associative information using a frequency-judgment task

Going beyond a single list: Modeling the effects of prior experience on episodic free recall

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