The role of elaborative and schema processes in story memory

McDaniel, Mark A.

doi:10.3758/bf03196996

Cited by 39 publications

(49 citation statements)

References 17 publications

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“…This phenomenon has been called the generation effect. The generation effect has been demonstrated with word pairs (Slamecka & Graf, 1978), single words (Glisky & Rabinowitz, 1985), sentences (Graf, 1982), and prose materials (McDaniel, 1984). In addition, the generation effect has been found with cued recall and recognition tests (Slamecka & Graf, 1978), and under both intentional (Slamecka & Graf, 1978) and incidental (Glisky & Rabinowitz, 1985;Jacoby, 1978;McDaniel, 1984) instructions.…”

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confidence: 82%

“…Donaldson and Bass (1980), Nairne, Pusen, and Widner (1985), and Nairne and Widner (1987) asked subjects in the read condition to copy the second word. In contrast, Glisky and Rabinowitz (1985) and McDaniel (1984) had subjects read the material to themselves. Nonetheless, in each of these experiments, positive generation effects were reported.…”

Section: Discussionmentioning

confidence: 99%

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The negative generation effect: Delineation of a phenomenon

Schmidt

Cherry

1989

Memory & Cognition

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In four experiments employing between-list designs, generation was found to have negative effects on free recall of word pairs and on cued recall of the second word. In addition, generation had negative effects on measures of word-pair integration and on clustering in recall. In contrast, positive effects of generation were found on free recall of second words alone, and on a recognition test for memory of the second word. It was concluded that in between-list designs, generation led to greater individual-item processing of the generated term than reading, but this processing occurred at the expense of processing the relation between the words in a pair and processing the relations between different pairs in a list. Slamecka and Graf (1978) demonstrated that recognition of the second word from word pairs was greater if subjects were required to fill in missing letters from that word than if subjects were simply asked to read the word pairs. This phenomenon has been called the generation effect. The generation effect has been demonstrated with word pairs

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confidence: 82%

Section: Discussionmentioning

confidence: 99%

The negative generation effect: Delineation of a phenomenon

Schmidt

Cherry

1989

Memory & Cognition

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“…Measures of memory correlating positively with these types ofprocessing (e.g., recall and recognition) tend to show strong generation effects, whereas measures that are more strongly linked to data-driven processes (e.g., most indirect measures of memory) are associated with null or even negative generation effects (Blaxton, 1989). McDaniel, Einstein, and collaborators explored the effect of a letter-deletion variant of the generate condition that is similar to the fragmentary presentation condition investigated in the present article (e.g., Einstein, MeDaniel, Bowers, & Stevens, 1984;Einstein, McDaniel, Owen, & Cote, 1990;McDaniel, 1984;McDaniel, Einstein, Dunay, & Cobb, 1986;McDaniel & Kerwin, 1987). Their results confirm the prediction that missing letters may enhance item-specific and proposition-specific processing during encoding.…”

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confidence: 99%

Recognition of script-typical versus script-atypical information: Effects of cognitive elaboration

Erdfelder

Bredenkamp

1998

Mem Cogn

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Memory for script-atypical information has been shown to be superior to memory for script-typical information. Two explanations of this typicality effect are evaluated: (1) the attention-elaboration hypothesis (AEH) and (2) the script-copy-plus-tag hypothesis (SCTH). The AEH claims that atypical information is recognized better because it attracts more attention and cognitive elaboration. According to the SCTH, memory representations of script-based texts are established automatically and constitute a copy of the script plus tags for atypical events that facilitate later recognition. We investigated recognition memory and memory for the presentation form of typical and atypical items originally shown with versus without missing letters. Experiment 1 showed that presenting items in fragmentary form tends to improve recognition memory mostly for highly typical items. Experiment 2 revealed that the size of this missing-letters effect is affected by the presentation form of items preceding the target items during acquisition. For fragmented items preceded by other fragmented items, the typicality effect virtually disappeared. Memory for the presentation form of items was generally moderate. These results are readily explained within the AEH framework and pose some problems for the SCTH.Research on schema-based information processing has repeatedly shown that recognition of verbal information that fits well into an event schema or script is inferior to recognition of atypical information. For instance, if individuals read a story entitled "Peter's Visit to a Restaurant" and subsequently respond to an unexpected recognition test, they are better at discriminating old from new sentences if these sentences state atypical actions (e.g., "Peter removes a hair from the soup") as opposed to sentences describing highly typical actions (e.g., "Peter paid the bill"). This so-called typicality effect has been observed both in adults

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“…We anticipated that the deep condition would promote the highest comprehension performance because students would be obliged to relate propositions while they were reading and, consequently, to exercise a high degree of control (McDaniel, 1984). This condition would be followed by the highlighted condition in which the readers' attention would be drawn to these explicit propositional links.…”

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confidence: 99%

Use of Conjunctions in Expository Texts by Skilled and Less Skilled Readers

Geva

Ryan

1985

Journal of Reading Behavior

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The present study was designed to shed light on whether some of the problems that average and below average readers have in comprehending expository texts stem primarily from lack of familiarity with conjunctions or a tendency to ignore these markers. On the basis of Gates-MacGinitie reading comprehension scores, 93 students in grades 5 and 7 were classified into high, medium, and low reading levels. All students read short expository texts under four conjunction manipulation conditions and answered comprehension questions. The conjunction manipulations within the texts were designed for examination of the roles of analyzed linguistic knowledge and cognitive control in comprehension. Analyses indicated that all groups benefited from the highlighting of explicit conjunctions. The comprehension of interpropositional relationships by average and below average readers was enhanced when explicit conjunctions were available, relative to an implicit condition. Furthermore, the deep processing manipulation (conjunction multiple-choice cloze) actually hindered, rather than facilitated, comprehension for all 331

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The role of elaborative and schema processes in story memory

Cited by 39 publications

References 17 publications

The negative generation effect: Delineation of a phenomenon

The negative generation effect: Delineation of a phenomenon

Recognition of script-typical versus script-atypical information: Effects of cognitive elaboration

Use of Conjunctions in Expository Texts by Skilled and Less Skilled Readers

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