A comparison of modality effect performance in children: how reading achievement performance is influenced by echoic memory

This study investigates if less skilled readers suffer from deficits in echoic memory, which may be responsible for limiting the progress of reading acquisition. Serial recall performance in auditory, visual, and noisy conditions was used to assess echoic memory differences between skilled and less skilled readers. Both groups showed the typical modality effect, demonstrating that each had a functioning echoic memory. Less skilled readers performed more weakly than skilled readers on noisy serial recall, suggesting that the recall of less skilled readers is more vulnerable to interference than the recall of skilled readers. Nonword repetition performance indicated that all participants had reduced recall as a function of word complexity and word length. No difference between reading groups was found on this task; however, as nonword repetition and size of modality effect did not correlate, this task may not be a measure of echoic memory.

The effect of note taking on memory for details in investigative interviews

Across 3 experiments, the effect of different styles of note taking, summary and access to notes was examined for memory for the details contained in a witness interview. In Experiment 1, participants (N = 40) were asked to either take notes or listen as they watched a witness interview. In Experiment 2, participants (N = 84) were asked to either take notes in one of three ways (i.e., conventional, linear, spidergraph) or listen as they watched a witness interview. In Experiment 3, participants (N = 112) were asked to take notes using the conventional or spidergraph method of note taking while they watched a witness interview and were subsequently given an opportunity to review their notes or sit quietly. Participants were then either granted access to their notes during testing or were not provided with their notes. Results of the first two experiments revealed that note takers outperformed listeners. Experiment 2 showed that conventional note takers outperformed those who used organizational styles of note taking, and post-hoc analyses revealed that recall performance was associated with note quality. Experiment 3 showed that participants who had access to their notes performed the best. The implications of these findings for police training programs in investigative interviewing are discussed.

The production effect: the role of attentional resources

The production effect is the benefit in memory found for produced (i.e., read aloud) words relative to words read silently. It is proposed that the production effect occurs as a result of the enhanced distinctiveness associated with the produced items. The current research investigated whether attentional resources are required to encode and/or retrieve the distinctive information associated with the produced words. The literature suggests that the encoding of this distinctive information occurs automatically, but at test, purposeful attention is required to retrieve this distinctive information. To test this, participants read words aloud and silently, under either full or divided attention. Participants then completed either a recognition (Experiment 1) or free recall (Experiment 2) memory test under either full or divided attention. The findings show that when attention is divided at encoding, the benefit for aloud words remains for both recognition and free recall. When attention is divided at test, however, the benefit for aloud words remains for recognition but is absent for free recall. Overall, these results suggest that the distinctive information associated with produced words is encoded automatically, but it may not be accessible at test under attentionally demanding conditions.