Effectiveness of production and drawing as encoding techniques on recall using mixed- and pure-list designs
Why this work is in the frame
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Bibliographic record
Abstract
We compared the benefit of production and drawing on recall of concrete and abstract words, using mixed- and pure-list designs. We varied stimulus and list types to examine whether the memory benefit from these strategies was sustained across these manipulations. For all experiments, the memory retrieval task was free recall. In Experiment 1, participants studied concrete and abstract words sequentially, with prompts to either silently-read, read aloud, write, or draw each target (intermixed). Reading aloud, writing, and drawing improved recall compared to silent reading, with drawing leading to the largest boost. Performance, however, was at floor in all but the drawing condition. In Experiment 2, the number of targets was reduced, and each strategy (between-subjects) was compared to silent-reading. We eliminated floor effects and replicated results from Experiment 1. In Experiment 3, we manipulated strategy in a pure-list-design. The drawing benefit was maintained while that from production was eliminated. In all experiments, recall was higher for concrete than abstract words that were drawn; no such effect was found for words produced. Results suggest that drawing facilitates memory by enhancing semantic elaboration, whereas the production benefit is largely perceptually based. Importantly, the memory benefit conferred by drawing at encoding, unlike production, cannot be explained by a distinctiveness account as it was relatively unaffected by study design.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it