College of Education, Psychology and Social Work, Flinders University, Adelaide, Australia; Faculty of Psychology, Southwest University, Chongqing, China.
Faculty of Psychology, Southwest University, Chongqing, China.
Cortex. 2023 Aug;165:57-69. doi: 10.1016/j.cortex.2023.04.006. Epub 2023 May 5.
The production effect (PE) is the finding that reading words aloud rather than silently during study leads to improved memory. We used electroencephalography (EEG) techniques to detect the contributions of recollection, familiarity, and attentional processes to the PE in recognition memory, using Chinese stimuli. During the study phase, participants encoded each list item aloud, silently, or by performing a non-unique aloud (control) task. During the test phase, they made remember/know/new recognition judgments. We recorded EEG data in both phases. The behavioral results replicated the typical pattern with English stimuli: Recognition was better in the aloud condition than in the silent (and control) condition, and this PE was due to enhanced recollection and familiarity. At study, the amplitude of the P3b ERP component was greater in the aloud than in the silent/control conditions, suggesting that reading aloud increases attention or preparatory processing during the intention phase. At test, the recollection-based LPC old/new effect was largest in the aloud condition; however, the familiarity-based FN400 old/new effect was equivalent between the aloud condition and the silent/control conditions. Only the LPC effect correlated with the behavioral effect. Moreover, multivariate pattern analysis (MVPA) showed that accurate classification of items as 'aloud' versus 'new' mainly occurred in the later period of the recognition response, consistent with the LPC old/new effect. Our findings suggest that the within-subject PE in recognition memory reflects enhanced attention and distinctiveness, rather than increased memory strength. More broadly, our findings suggest that encoding strategies such as production enhance recollection more than familiarity.
出声阅读效应（PE）是指在学习过程中出声阅读而不是默读会导致记忆提高的发现。我们使用脑电图（EEG）技术，使用中文刺激物，来检测再认记忆中回忆、熟悉度和注意力过程对 PE 的贡献。在学习阶段，参与者大声、默读或进行非独特的出声（对照）任务来对每个列表项进行编码。在测试阶段，他们进行了记得/知道/新的识别判断。我们在两个阶段都记录了 EEG 数据。行为结果复制了使用英语刺激物的典型模式：在出声条件下的识别比在默读（和对照）条件下更好，而这种 PE 是由于回忆和熟悉度的增强。在学习时，出声条件下的 P3b ERP 成分的振幅大于默读/对照条件，表明出声阅读会在意图阶段增加注意力或预备处理。在测试时，出声条件下的基于回忆的 LPC 旧/新效应最大；然而，基于熟悉度的 FN400 旧/新效应在出声条件和默读/对照条件之间是相等的。只有 LPC 效应与行为效应相关。此外，多变量模式分析（MVPA）表明，将项目准确分类为“出声”与“新”主要发生在识别反应的后期，与 LPC 旧/新效应一致。我们的发现表明，再认记忆中的个体内 PE 反映了增强的注意力和独特性，而不是增强的记忆强度。更广泛地说，我们的发现表明，编码策略（如出声）会增强回忆而不是熟悉度。
