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Background Generating questions by learners might be a potent learning technique but previous research yielded several shortcomings and underlying mechanisms are not well understood. Methods Students (N = 231) first read an expository text including bold keywords and then generated questions and answers referring to these keywords in three conditions (1) open-book (i.e., text accessible), (2) closed-book (i.e., text inaccessible), and (3) cued closed-book (i.e., only keywords provided). Results In a test after one week, students in the