Context effects in recall and recognition at various retention intervals.
This study investigated the differential effects of cuing in a number of contexts on recall and recognition at various retention intervals. Subjects were shown cue-target word pairs and were asked to recall the target words under three sets of cues, varying in relation to the original cue. All 80 subjects completed a recognition task following the final recall task. Results suggest type of cuing does not have differential effects on recall and recognition; both recall and recognition are hindered by cuing in a number of different contexts, and the ability to recall improves over time, cuing, and exposure to the list.
Culross
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Louisiana State University, Baton Rouge 70803.
D000328:Adult; D001288:Attention; D003210:Concept Formation; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010153:Paired-Associate Learning; D011214:Practice, Psychological; D012153:Retention, Psychology