Item-Specific Processing and the Generation Effect: Support for a Distinctiveness Account

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Abstract
Self-generated items are often better recalled than items that are read. Results of two experiments showed that this generation effect was greatly reduced or eliminated by an additional orienting task that was assumed to enhance item-specific processing in incidental learning. These results were predicted by a distinctiveness hypothesis according to which the generate task itself enhances item-specific processing. But the results are not inconsistent with certain other hypotheses that have been suggested to explain generation effects.

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