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Recognition and recall performance both benefit from the production effect with content-specific information

Two experiments assessed how reading aloud versus reading silently would benefit recognition and recall performance of content-specific vocabulary (i.e., the production effect). Participants studied 30 terms from an American history curriculum by reading half of the vocabulary aloud, while the remaining words were read silently. After a brief distractor task, they completed a recognition memory test (Experiment 1) or a recall memory test (Experiment 2). Both experiments revealed a benefit for reading aloud. Recognition performance showed a 22% performance advantage, while recall performance showed a smaller advantage for the words read aloud (8% benefit). The vast majority of participants in both experiments showed a memory advantage for those words that were studied aloud versus those read silently (88% of participants in Experiment 1 and 67% of individuals in Experiment 2). Implications for educational settings are considered. Attempts to improve student performance have been manifested in various forms; however, recent developments in cognitive psychology have a great deal to offer educators and students regarding instruction and learning. Studies suggest that educators and cognitive psychologists ought to approach educational research as an interdisciplinary endeavor. Through this collaborative relationship, those who teach could improve their understanding of the science of learning, while researchers extend theoretical research to practical, classroom applications for the benefit of students and teachers.