Auditioning the distinctiveness account: Expanding the production effect to the auditory modality reveals the superiority of writing over vocalising
Auditioning the distinctiveness account: Expanding the production effect to the auditory modality reveals the superiority of writing over vocalising
复制标题
试听独特性帐户：将制作效果扩展到听觉模态揭示了写作相对于发声的优越性
DOI：
10.1080/09658211.2014.986135
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发表时间：
2016
期刊：
影响因子：
2.1
通讯作者：
Michal Icht
中科院分区：
文献类型：
--
作者：
Y. Mama;Michal Icht
产生效应（PE）记录了学习过程中大声朗读的单词比默读的单词在记忆性能上的优势。到目前为止，当参与者阅读研究单词时，PE 是通过视觉方式进行检查的。在本研究中，我们扩展了PE现象并使用听觉方式进行研究。这种新颖的方法为独特性账户提供了严格的测试。因此，参与者听到学习单词并通过发声（大声说）或书写来学习它们，然后进行免费回忆测试。听觉模式的使用使学习过程中写下的单词比声音产生的单词具有记忆优势。我们根据编码独特性解释了这一结果，表明PE是由学习中涉及的不同编码过程的数量决定的，强调了主动生产的重要作用。
The production effect (PE) documents the advantage in memory performance for words that are read aloud during study, rather than words that are read silently. Until now, the PE was examined in the visual modality, as the participants read the study words. In the present study, we extended the PE phenomenon and used the auditory modality at study. This novel methodology provides a critical test of the distinctiveness account. Accordingly, the participants heard the study words and learned them by vocal production (saying aloud) or by writing, followed by a free recall test. The use of the auditory modality yielded a memory advantage for words that were written during study over words that were vocally produced. We explain this result in light of the encoding distinctiveness account, suggesting that the PE is determined by the number of different encoding processes involved in learning, emphasising the essential role of active production.