Exploring the Generation Effect and Part-Set Cuing Inhibition

When people are actively involved in generating to-be-remembered information (e.g., solving the fragment fr_g), they tend to remember that information better than material they simply read (e.g., frog). Given that the strategies involved in generation tasks are distinct from those used in standard memory tasks, little is known about how providing cues (i.e., part of the set of to-be-remembered information) might influence memory for generated material. Two experiments explored the joint influence of part-set cuing and generation on memory performance. Preliminary evidence indicated that part-set cuing inhibition might be stronger for generated than read items