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A translation-based generation effect in bilingual recall and recognition

W O'Neill¹, L Roy, R Tremblay

¹Department of Psychology, University of Moneton, NB, Canada.

Memory & Cognition

|July 1, 1993

Summary

Bilinguals show a generation effect in memory tasks when studying incidentally. This effect disappears with intentional study, suggesting prior failures were due to study procedures.

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Area of Science:

Cognitive Psychology
Psycholinguistics
Bilingualism Research

Background:

The generation effect, where producing information enhances memory, is well-established.
Its application to bilingual memory, particularly with translations, remains debated.
Incidental versus intentional learning conditions may influence bilingual memory effects.

Purpose of the Study:

To investigate the generation effect in bilinguals under different study conditions.
To determine if translation generation yields memory benefits comparable to same-language generation.
To explore the impact of incidental versus intentional learning on bilingual memory.

Main Methods:

Two experiments were conducted with balanced French-English bilingual participants.

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Incidental and intentional study procedures were employed.

Free recall and recognition measures assessed memory performance for translated and same-language items.

Main Results:

A generation effect was observed for bilinguals under incidental study conditions for both free recall and recognition.
Reading translations and same-language repetitions yielded similar retention levels.
The generation effect was abolished under intentional study, with enhanced reading-based retention.

Conclusions:

Incidental study procedures are crucial for observing the generation effect in bilinguals, especially for translated material.
Previous failures to find a translation-based generation effect may stem from using intentional study methods.
Findings support a single-code model of bilingual representation and an item-processing view of the generation effect.