Author: Bohua Zhang
Zhang, Bohua, 2025 The Effects of Production on Recollection and Familiarity: Evidence from Electroencephalography, Flinders University, College of Education, Psychology and Social Work
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The phenomenon that recognition memory is improved when information is read aloud, as opposed to silently, is known as the production effect (MacLeod & Bodner, 2017). Human recognition memory can be divided into two components: one is recollection (recognition based on contextual information) and the other is familiarity (recognition based on familiarity). My thesis investigates the effects of reading aloud on recollection and familiarity using EEG technology in both immediate and delayed testing, thereby assessing the mechanisms and applications of the production effect. To achieve this goal and do the contribution to literature, I have organized four studies. 1) Systematic review of the mechanisms and influencing factors of recognition-based production effect. 2) Using EEG technology to explore the effects of reading aloud on recollection and familiarity in immediate testing. 3) Using EEG technology to explore the effects of reading aloud on recollection and familiarity in delayed testing. 4) Explore the applied value of reading aloud in enhancing memory using qualitative research methods.
In Study 1, I systematically reviewed the mechanisms and influencing factors of the recognition-based production effect. I found that the within-subjects production effect primarily stems from distinctiveness, with strength playing a supportive role, whereas in the production effect between subjects, strength is more likely to be the dominant factor, with distinctiveness serving a supportive role. And I summarized other accounts/models and reports their related advantages and challenges. The results indicate that the distinctiveness account remains the best theory for explaining the widespread production effect, and the study concludes with a summary of eight factors that influence the production effect. (See Chapter 2)
In Study 2, I used both block and mixed-list designs and then employed EEG technology to investigate the effect of reading aloud on recollection and familiarity in immediate testing. In Experiment 1, a larger P3b was observed in the intention phase for the reading-aloud condition compared to other conditions, which may be related to attention. Then, across both two experiments, the production effect was only found in the LPC old/new effect, not in the FN400, and only the LPC was associated with correct hits, with significant decoding achieved only after 500 ms. This indicates that reading aloud enhances only recollection, not familiarity. The results are consistent with the predictions of the distinctiveness account and are inconsistent with the predictions of the strength account. Additionally, I reported that the new model cannot account for the findings of this study. (See Chapter 4: Experiment 1 was published in Cortex.)
In Study 3, I tested the effect of reading aloud on recollection and familiarity in delayed testing (one week and one month). The results showed that the production effect was only observed in the LPC old/new effect, with decoding also primarily occurring after 500ms. These findings indicate that even in the delayed production effect, distinctiveness/recollection remains predominant, these results consistence with the predictions of distinctiveness account. Once again, I reported that the new model cannot explain the results of this study. (See Chapter 5)
In Study 4, I recruited 20 participants for interviews to understand the application value of reading aloud in enhancing memory through a qualitative approach. This study identified six themes that reflect the practical value of reading aloud for enhancing memory in real-life applications, thereby providing valuable guidance for people to apply this strategy effectively. (See Chapter 6)
Overall, my doctoral dissertation uses EEG technology to explore the effects of reading aloud on recollection and familiarity. Study 1 provides a systematic review the mechanisms of recognition production effect and their influencing factors, while Studies 2 and 3 utilize EEG technology to examine the effects of reading aloud in both immediate and delayed testing, with results supporting the role of distinctiveness in the recognition process. Study 4 employs qualitative methods to assess the practical value of reading aloud in enhancing memory. This study contributes to understanding the mechanisms of the production effect and lays the groundwork for establishing a modern theoretical framework for the production effect. Additionally, it makes significant contributions to the application of reading aloud as a memory strategy.
Keywords: production effect, memory, EEG, reading aloud
Subject: Psychology thesis
Thesis type: Doctor of Philosophy
Completed: 2025
School: College of Education, Psychology and Social Work
Supervisor: Helen McLaren