The production effect in paired-associate learning: Benefits for item and associative information

• Published in: Memory & cognition 2014-04, Vol.42 (3), p.409-420
• Main Authors: Putnam, Adam L., Ozubko, Jason D., MacLeod, Colin M., Roediger, Henry L.
• Format: Article
• Language: English
• Subjects: Adult; Association; Behavioral Science and Psychology; Biological and medical sciences; Boundary conditions; Cognitive Psychology; Experiments; Fundamental and applied biological sciences. Psychology; Human; Humans; Learning. Memory; Memory; Mental Recall - physiology; Paired-Associate Learning - physiology; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Reading; Recall; Recognition, Psychology - physiology; Semantics; Speech - physiology; Studies
• ISSN: 0090-502X; 1532-5946
• DOI: 10.3758/s13421-013-0374-x

In five experiments, we extended the production effect—better memory for items said aloud than for items read silently—to paired-associate learning, the goal being to explore whether production enhances associative information in addition to enhancing item information. In Experiments 1 and 2 , we used a semantic-relatedness task in addition to the production manipulation and found no evidence of a production effect, whether the measure was cued recall or item recognition. Experiment 3 showed that the semantic-relatedness task had overshadowed the production effect; the effect was present when the semantic-relatedness task was removed, again whether cued recall or item recognition was the measure. Experiments 4 and 5 provided further evidence that production can enhance recall for word pairs and, using an associate recognition test with intact versus rearranged pairs, indicated that production may also enhance associative information. That production boosts memory for both types of information is considered in terms of distinctive encoding.