Reconciling the Contradictory Effects of Production on Word Learning: Production May Help at First, but It Hurts Later

Abstract

Does saying a novel word help to recognize it later? Previous research on the effect of production on this aspect of word learning is inconclusive, as both facilitatory and detrimental effects of production are reported. In a set of three experiments, we sought to reconcile the seemingly contrasting findings by disentangling the production from other effects. In Experiment 1, participants learned eight new words and their visual referents. On each trial, participants heard a novel word twice: either (a) by hearing the same speaker produce it twice (Perception-Only condition) or (b) by first hearing the speaker once and then producing it themselves (Production condition). At test, participants saw two pictures while hearing a novel word and were asked to choose its correct referent. Experiment 2 was identical to Experiment 1, except that in the Perception-Only condition each word was spoken by 2 different speakers (equalizing talker variability between conditions). Experiment 3 was identical to Experiment 2, but at test words were spoken by a novel speaker to assess generalizability of the effect. Accuracy, reaction time, and eye-movements to the target image were collected. Production had a facilitatory effect during early stages of learning (after short training), but its effect became detrimental after additional training. The results help to reconcile conflicting findings regarding the role of production on word learning. This work is relevant to a wide range of research on human learning in showing that the same factor may play a different role at different stages of learning.