Cyr Véronique, Poirier Marie, Yearsley James M, Guitard Dominic, Harrigan Isabelle, Saint-Aubin Jean
School of Psychology.
Department of Psychology.
J Exp Psychol Learn Mem Cogn. 2022 Dec;48(12):1797-1820. doi: 10.1037/xlm0001093. Epub 2021 Oct 28.
The production effect is a well-established finding: If some words within a list are read aloud, that is, produced, they are better remembered than their silently read neighbors. The effect has been extensively studied with long-term memory tasks. Recently, using immediate serial recall and short-term order reconstruction, Saint-Aubin et al. (2021) reported informative interactions between the production effect and serial positions. Here, we asked whether these interactions would also be observed with the long-term memory tasks used in the field. In Experiment 1, pure and mixed lists of eight words were presented in both order reconstruction and free recall tasks, with a 30-s filled retention interval. In Experiment 2, the list length was extended to 24 words; in Experiment 3, 10-word lists were used with a 2-min retention interval. Results from all experiments aligned well with those observed in short-term memory. With mixed lists, where produced and silently read words alternated, produced items were better recalled, leading to sawtooth serial position curves. With pure lists, produced items were better recalled when studied in the last serial positions, but they were less well recalled for the primacy positions. Results were readily accounted for by the revised feature model, originally developed to explain short-term memory performance. The findings and model suggest that produced items are encoded with more item-specific, modality-related features and that this generates a relative distinctiveness advantage in short- and long-term memory. However, the richer encoding comes at a cost: It appears to disrupt rehearsal. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
如果列表中的一些单词被大声读出,即被产出,那么它们比默读的相邻单词更容易被记住。该效应已在长期记忆任务中得到广泛研究。最近,圣奥宾等人(2021年)使用即时序列回忆和短期顺序重建,报告了产生效应与序列位置之间的有益交互作用。在此,我们询问在该领域使用的长期记忆任务中是否也会观察到这些交互作用。在实验1中,在顺序重建和自由回忆任务中呈现了包含八个单词的纯列表和混合列表,并设置了30秒的填充保持间隔。在实验2中,列表长度扩展到了24个单词;在实验3中,使用了包含10个单词的列表,并设置了2分钟的保持间隔。所有实验的结果与在短期记忆中观察到的结果非常吻合。对于混合列表,其中产出的单词和默读的单词交替出现,产出的项目被更好地回忆起来,从而导致锯齿状的序列位置曲线。对于纯列表,当在最后几个序列位置进行学习时,产出的项目被更好地回忆起来,但在首位位置的回忆效果较差。修订后的特征模型很容易解释这些结果,该模型最初是为了解释短期记忆表现而开发的。这些发现和模型表明,产出的项目是以更多与项目特定、模态相关的特征进行编码的,并且这在短期和长期记忆中产生了相对独特性优势。然而,更丰富的编码是有代价的:它似乎会干扰复述。(《心理学文摘数据库记录》(c)2023美国心理学会,保留所有权利)