Prior research has demonstrated that actively producing, or verbalizing, words aloud can enhance word retention more effectively than silent reading, a phenomenon known as the production effect (PE) in memory. Additionally, studies have identified a bilingual advantage in word learning. However, the impact of individual differences in language background on the PE has not been previously explored. The current study investigated the PE across 128 adult monolingual and bilingual English speakers. In Experiment 1, participants either articulated or silently read English words presented one at a time, and then completed a memory test in which they were asked to identify each word as either previously seen (‘old’) or not (‘new’). Results showed that both monolinguals and bilinguals exhibited improved memory for words that they articulated, with bilinguals achieving higher overall memory accuracy compared to monolinguals. In Experiment 2, participants completed the same task with pseudowords adhering to English phonotactic rules. Here again, both bilinguals and monolinguals demonstrated a significant PE, and responded more quickly to pseudowords that they had articulated. Taken together, these findings suggest that active production is an equally viable strategy for learning new words, applicable to both monolingual and bilingual learners.

Authors:
Brian Mathias, University of Aberdeen, United Kingdom
Rebecca Bridle, University of Aberdeen, United Kingdom
Abdul Manaf Mumuni, University of Aberdeen, United Kingdom

About the Presenter(s)
Dr Brian Mathias is a University Assistant Professor/Lecturer at University of Aberdeen in United Kingdom

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