Department of Psychology, Memorial University of Newfoundland, St. John's, NL, Canada.
School of Psychology, The University of Southern Mississippi, Hattiesburg, MS, USA.
Exp Psychol. 2024 Jan;71(1):33-50. doi: 10.1027/1618-3169/a000614.
The refers to the finding that words read aloud are better remembered than words read silently. This finding is typically attributed to the presence of additional sensorimotor features appended to the memory trace by the act of reading aloud, which are not present for items read silently. Supporting this perspective, the production effect tends to be larger for singing (the ) than reading aloud, possibly due to the inclusion of further sensorimotor features (e.g., more pronounced tone). However, the singing superiority effect has not always replicated. Across four experiments, we demonstrate a production effect for items read aloud but observe a singing superiority effect only when items are tested in the same color in which they were studied (with foils randomized to color). A series of meta-analytic models revealed the singing superiority effect to be smaller than previously thought and to emerge only when test items are presented in the same color in which they were studied. This outcome is inconsistent with common distinctiveness-based theoretical accounts.
出声阅读比默读更有助于记忆，这一发现通常归因于出声阅读时记忆痕迹中附加了额外的感觉运动特征，而默读时则没有这些特征。支持这一观点的是，与默读相比，唱歌（即出声阅读）的产生效应往往更大，这可能是由于包含了更多的感觉运动特征（例如，更明显的语调）。然而，唱歌优势效应并非总是能够复制。在四项实验中，我们证明了出声阅读的项目具有产生效应，但只有当测试项目与学习时的颜色相同时（将干扰项随机分配到颜色），才会观察到唱歌优势效应。一系列元分析模型显示，唱歌优势效应比之前认为的要小，只有当测试项目以与学习时相同的颜色呈现时，才会出现唱歌优势效应。这一结果与常见的基于独特性的理论解释不一致。
