Specificity and Generality of Enhanced Priming Effects for Self-Generated Study Items

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Abstract
In two experiments, we investigated the finding that primary effects in word-fragment completion are enhanced for self-generated study items. The first experiment showed that priming in word-fragment completion was not reliably enhanced unless words were generated at study from a fragment identical to that used at test. The second experiment showed that priming in an anagram-solving task was similarly enhanced by anagram solving at study. These generation effects, therefore, seem highly specific with respect to stimulus identity but readily generalizable with respect to task. Theoretically, these findings are consistent with both transfer-appropriate processing and memory-systems accounts of performance in implicit memory tests.

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