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A cued recall test is a procedure for testing memory in which a participant is presented with cues, such as words or phrases, to aid recall of previously experienced stimuli. [ 1 ] : 182 Endel Tulving and Zena Pearlstone (1966) conducted an experiment in which they presented participants with a list of words to be remembered.
Another study done using cued recall found that learning occurs during test trials. Mark Carrier and Pashler (1992) found that the group with a study-only phase makes 10% more errors than the group with a test-study phase. In the study-only phase, participants were given Ai-Bi, where Ai was an English word and Bi was a Siberian Eskimo Yupik word.
The first is called cued recall and the second is called free recall. In cued recall the participant studies a list of paired items and then is presented one half of those pairs and must recall the associated other half. A common additional task is to have the participant learn a new set of associations with the cued items and study the amount ...
Tulving and Wiseman also examined the association between recognition and cued recall for individual list items. The resulting Tulving-Wiseman function describes the correlation between the probability of recalling an item and the probability of recognizing the item conditional on recall having been successful. [4]
There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humans [ 1 ] and animals. [ 2 ] Two main theories of the process of recall are: the Two-Stage Theory, and the theory of Encoding Specificity.
The child is tested on A immediately after list B. After a 20-minute delay, a non-verbal test is administered, followed by tests of long-delay free recall and long-delay cued recall. Afterwards a test is administered to assess the recognition of words that were administered the day before.
In one example of part-set cuing, people asked to recall as many as U.S. states as they could remembered more states than those asked to after being shown the names of some states beforehand. Having been cued with a portion of the to-be-recalled information, recall performance worsened. [9]
The level and kind of noise in any given encoding environment will affect the ability to recall the information encoded in a different auditory environment. [11] Grant, et al. (1998) performed a study to test how the auditory environment during encoding and the auditory environment during testing effected recall and recognition during a test.