Ozubko Jason D, Major Jennifer, MacLeod Colin M
a Rotman Research Institute, Baycrest Centre , Toronto , Ontario , Canada.
Memory. 2014;22(5):509-24. doi: 10.1080/09658211.2013.800554. Epub 2013 May 29.
The production effect is the finding that words spoken aloud at study are subsequently remembered better than are words read silently at study. According to the distinctiveness account, aloud words are remembered better because the act of speaking those words aloud is encoded and later recovery of this information can be used to infer that those words were studied. An alternative account (the strength-based account) is that memory strength is simply greater for words read aloud. To discriminate these two accounts, we investigated study mode judgements (i.e., "aloud"/"silent"/"new" ratings): The strength-based account predicts that "aloud" responses should positively correlate with memory strength, whereas the distinctiveness account predicts that accuracy of study mode judgements will be independent of memory strength. Across three experiments, where the strength of some silent words was increased by repetition, study mode was discriminable regardless of strength-even when the strength of aloud and repeated silent items was equivalent. Consistent with the distinctiveness account, we conclude that memory for "aloudness" is independent of memory strength and a likely candidate to explain the production effect.
产生效应是指在学习时大声说出的单词随后比默读的单词记忆效果更好。根据独特性理论，大声说出的单词记忆效果更好，是因为大声说出这些单词的行为被编码了，之后利用这些信息的恢复可以推断出那些单词是经过学习的。另一种理论（基于强度的理论）认为，大声朗读的单词记忆强度更大。为了区分这两种理论，我们研究了学习方式判断（即“大声读”/“默读”/“新单词”评分）：基于强度的理论预测，“大声读”的反应应该与记忆强度呈正相关，而独特性理论预测，学习方式判断的准确性将与记忆强度无关。在三个实验中，通过重复增加了一些默读单词的强度，无论强度如何，学习方式都是可区分的——即使大声朗读和重复默读项目的强度相等。与独特性理论一致，我们得出结论，对“大声朗读”的记忆与记忆强度无关，并且很可能是解释产生效应的一个因素。
