Department of Psychology, University of Calgary, Calgary, Alberta, Canada.
J Exp Psychol Learn Mem Cogn. 2012 Nov;38(6):1711-9. doi: 10.1037/a0028466. Epub 2012 May 7.
The production effect refers to a memory advantage for items studied aloud over items studied silently. Ozubko and MacLeod (2010) used a list-discrimination task to support a distinctiveness account of the production effect over a strength account. We report new findings in this task--including negative production effects--that better fit with an attributional account of this task. According to the attributional account, list judgments are influenced by recognition memory, knowledge of the composition of the 2 lists, and a bias to attribute non-recognized items to the 1st list. Using a recognition task to eliminate these attributional influences revealed production effects consistent with either a distinctiveness or strength account. In our discussion, we consider whether the absence of production effects on implicit-memory tests and in between-group designs provides unequivocal support for a distinctiveness account over a strength account.
产生效应是指相对于默读，出声学习的项目在记忆中具有优势。Ozubko 和 MacLeod（2010）使用列表辨别任务支持产生效应的独特性解释，而不是力量解释。我们报告了这个任务的新发现——包括负的产生效应——这些发现更符合这个任务的归因解释。根据归因解释，列表判断受识别记忆、对 2 个列表组成的了解以及将未识别项目归因于第一个列表的偏向影响。使用识别任务消除这些归因影响，揭示了与独特性或力量解释一致的产生效应。在我们的讨论中，我们考虑了在内隐记忆测试和组间设计中缺乏产生效应是否为独特性解释提供了比力量解释更明确的支持。
