Singing Does Not Necessarily Improve Memory More Than Reading Aloud An Empirical and Meta-Analytic Investigation

• Published in: Experimental psychology Vol. 71; no. 1; pp. 33 - 50
• Main Authors: Whitridge, Jedidiah W., Huff, Mark J., Ozubko, Jason D., Bürkner, Paul C., Lahey, Chelsea D., Fawcett, Jonathan M.
• Format: Journal Article
• Language: English
• Published: Hogrefe Publishing 2024
• Subjects: Human; Memory; Oral Reading; Singing; Words (Phonetic Units); memory; distinctiveness; singing; production
• ISSN: 1618-3169; 2190-5142
• DOI: 10.1027/1618-3169/a000614

The production effect refers to the finding that words read aloud are better remembered than words read silently. This finding is typically attributed to the presence of additional sensorimotor features appended to the memory trace by the act of reading aloud, which are not present for items read silently. Supporting this perspective, the production effect tends to be larger for singing (the singing superiority effect) than reading aloud, possibly due to the inclusion of further sensorimotor features (e.g., more pronounced tone). However, the singing superiority effect has not always replicated. Across four experiments, we demonstrate a production effect for items read aloud but observe a singing superiority effect only when items are tested in the same color in which they were studied (with foils randomized to color). A series of meta-analytic models revealed the singing superiority effect to be smaller than previously thought and to emerge only when test items are presented in the same color in which they were studied. This outcome is inconsistent with common distinctiveness-based theoretical accounts.