Abstract
Abstract Generation-effect and schema-theory explanations for the outcomes of knowledge-mobilization procedures were contrasted. Across two experiments knowledge mobilization resulted in superior levels of recall even when material generated during the knowledge-mobilization phase was removed from analysis. The generation effect, however, was observed: Students in the knowledge-mobilization conditions recalled significant amounts of generated materials. We concluded that knowledge mobilization and related schema activation techniques affected students' memory primarily through schema activation and the construction of an encoding context that better facilitated assimilation of new information.
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