Pure-list production improves item recognition and sometimes also improves source memory
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Pure-list production improves item recognition and sometimes also improves source memory Glen E. Bodner 1 & Mark J. Huff 2 & Alexander Taikh 3
# The Psychonomic Society, Inc. 2020
Abstract Relative to reading silently, reading words aloud (a type of “production”) typically enhances item recognition, even when production is manipulated between groups using pure lists. We investigated whether pure-list production also enhances memory for various item details (i.e., source memory). Screen side (Experiment 1), font size (Experiment 2), or reading versus generating from anagrams (Experiments 3–4) were the sources varied within-subject, and aloud versus silent reading was varied across groups. Thus, the manipulation of source was apparent to participants, whereas the manipulation of production was not. Traditional measures and multinomial modeling established that the aloud groups generally showed improved item recognition—and showed improved source memory when steps were taken to enhance the salience of the source manipulation (Experiment 4). In summary, reading an entire list of items improves item recognition and can also improve memory for some types of source details. Keywords Production effect . Recognition . Source memory . Distinctiveness . Strength
It would be ideal if encoding strategies enhanced memory both for whether an item was studied (item recognition) and for contextual details about the item and its encoding (source memory; Johnson, Hashtroudi, & Lindsay, 1993). In reality, however, item–context trade-offs often occur, such that processing of the identity of items comes at the expense of processing of item details and context (e.g., Mulligan, 2004). Our study tested whether one encoding strategy that has recently become of interest—and that has been found to robustly improve item recognition—also improves source memory. This encoding strategy is simply reading the items aloud during study. Reading aloud is among the simplest encoding strategies learners can use to enhance later recognition. But until recently, it was largely overlooked by memory researchers.
* Glen E. Bodner [email protected] 1
College of Education, Psychology and Social Work, Flinders University, Adelaide, SA 5001, Australia
2
School of Psychology, The University of Southern Mississippi, Hattiesburg, MS, USA
3
Department of Psychology, University of Alberta, Edmonton, AB, Canada
MacLeod, Gopie, Hourihan, Neary, and Ozubko (2010) remedied this oversight, and termed the memorial benefits of reading aloud relative to reading silently the production effect. Other effective forms of production include mouthing, spelling, writing, and typing (e.g., Forrin, MacLeod, & Ozubko, 2012). There is now a substantial literature showing that production reliably improves item recognition, at least within a set of boundary conditions (for a brief review, see MacLeod & Bodner, 2017). An important characteristic of the production effect on item recognition (established only after MacLeod et al.’s, 2010, initial delineation) is that it
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