The benefits of studying by production . . . And of studying production: Introduction to the special issue on the production effect in memory.
Bibliographic record
Abstract
The production effect refers to enhanced memory for materials that were produced at study (e.g., those read aloud) relative to materials that were not produced (e.g., those read silently). The effect has generated a wave of interest since being named in 2010 (MacLeod, Gopie, Hourihan, Neary, and Ozubko, 2010)-likely because of the simplicity of production tasks and of the substantial memory improvements that they can yield. This special issue of the Canadian Journal of Experimental Psychology brings together 10 new studies on the production effect in memory. Our introduction provides an expanded definition of the effect along with some examples to help orient readers. The present studies contribute to our understanding of the production effect and to memory more broadly. Just as important, they also raise new questions and provide a honed set of methodological tools that will help to guide further research and theorizing about memory. (PsycINFO Database Record
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.002 | 0.005 |
| Scholarly communication | 0.005 | 0.009 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.017 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".