[Effect of information generation on incidental memory of words]

Effects of the time dimension and presentation on incidental memory

Undergraduates were presented targets on two occasions, and each time they were asked to choose one of two alternatives (past or future) associated with the targets in the orienting task, followed by an unexpected free recall. For the pleasant targets, the spaced presentation led to a better recall than the massed presentation for both past and future time. However, for unpleasant targets, the spacing effect was found in recall of targets associated with the past but the effect was not observed in recall of targets associated with the future. These results were interpreted as indicating that the quantity and the quality of the episodes associated with the targets were processed differently as a function of emotional attribute and time dimension.

Self-Corrected Elaboration and Spacing Effects in Incidental Memory

The present study investigated the effect of self-corrected elaboration on incidental memory as a function of types of presentation (massed vs spaced) and sentence frames (image vs nonimage). The subjects were presented a target word and an incongruous sentence frame and asked to correct the target to make a common sentence in the self-corrected elaboration condition, whereas in the experimenter-corrected elaboration condition they were asked to rate the appropriateness of the congruous word presented, followed by free recall test. The superiority of the self-corrected elaboration to the experimenter-corrected elaboration was observed only in some situations of combinations by the types of presentation and sentence frames. These results were discussed in terms of the effectiveness of the self-corrected elaboration.

Encoding richness of self-generated elaboration and spacing effects on incidental memory

The present study investigated encoding variability in self-generated elaboration on incidental memory as a function of the type of presentation which was either massed or spaced. The subjects generated different answers to a "why" question for the first and the second presentations of a target sentence in a self-generated elaboration condition. In an experimenter-provided elaboration condition they then rated the appropriateness of the different answers provided by the experimenter for the first and second presentations. This procedure was followed by two free recall tests, one of which was immediate and the other delayed. A self-generated elaboration effect was observed in both the spaced and the massed presentations. These results indicated that the self-generated elaboration effect was facilitated, even in the massed presentation because the different answers to the first and the second presentations led to a richer encoding of each target.

Self-generated elaboration and spacing effects on incidental memory

The purpose of the present study was to investigate the effect of self-generated elaboration on incidental memory as a function of type of presentation (massed vs spacing). Subjects generated answers to "why" questions for target sentences in a self-generated elaboration condition. They then rated the appropriateness of the answers to the questions presented by the experimenter in an experimenter-provided elaboration condition. This procedure was followed by free recall tests. The target sentences were presented twice, in either a massed presentation without intervening items between the first and the second presentation or spaced presentation in which 5 items appeared between the two presentations. The self-generated elaboration effect, namely, higher recall, of self-generated elaboration over experimenter-provided elaboration, occurred with spaced but not with massed presentation. So, self-generated elaboration was facilitated in the spaced presentation because the time between the first and the second presentations led to richer encoding of each target.

Changes across Age Groups in Self-Choice Elaboration Effects on Incidental Memory

The present study investigated age differences in the effects of a self-choice elaboration and an experimenter-provided elaboration on incidental memory. Adults, sixth grade, and second grade subjects chose which of two sentence frames the target fit better in a self-choice elaboration condition. They then judged whether each target made sense in its sentence frame in the experimenter-provided elaboration, then did free recall tests. Only adults recalled better the targets with an image sentence with self-choice elaboration, rather than experimenter-provided elaboration. However, self-choice elaboration was far superior for the recall of targets with nonimage sentences only for second graders. Thus, the effects of self-choice elaboration were determined both by age and by type of sentence frame.

The self-choice elaboration effects on incidental memory of Japanese historical facts

The subjects performed an orienting task involving 3 conditions, followed by unexpected tests which included free recall, name-matching and name-selec tion. Conditions were designed to force self-generated elaboration, self-choice elaboration, and experimenter-provided elaboration. In the self-generated elaboration condition, subjects were presented target sentences, e.g., Nobunaga ODA burned down ENRYAKUJI Temple, and asked to answer an elaborative interrogation, e.g., Why did Nobunaga ODA burn down ENRYAKUJI Temple? about each sentence. In the self-choice elaboration condition, subjects selected one of the alternative answers to an elaborative interrogation about each sentence. In the experimenter provided elaboration condition, subjects were presented an answer which they rated for congruity as the correct answer to the elaborative interrogation. In the free recall test, self generated elaboration led to better performance than the other two conditions for which no difference was observed. However, in the name-matching and name-selection tests, scores were better for self choice elaboration and self-generated elaboration than for experimenter-provided elaboration. These results were interpreted as demonstrating that self choice elaboration, in addition to self-generated elaboration, led to effective encoding in memory.