Abstract
The main purpose of the present study was to examine the relationship among generation effect, level-of-processing effect, and modality effect in explicit memory. In Experiment 1, the results in the category-name cued recall task showed generation effect. The results in the word-fragment cued recall task showed equal performance level in both read condition and generate condition. In Experiment 2, level-of-processing effect and modality effect were investigated in the word-fragment cued recall task. The results showed the level-of-processing effect, but did not show the modality effect. In Experiment 3, construction of materials and the way of presentation of study list were manipulated in the word-fragment cued recall task. The results showed generation effect, and suggested that the blocked presentation of a study list enhanced conceptually-driven processing. The results of these three experiments were discussed from the following four points: relationship among generation effect, level-of-processing effect, and modality effect in explicit memory tasks; classification of memory tasks; comparison between word-fragment cued recall task and category-name cued recall task; and conceptually driven processing in explicit memory tasks.
