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With each sentence presented on a card, participants were cued to recall the memorized end-of-sentence words in their original order by a blank card at the end of a series. The number of sentences of a series was incrementally increased until a participant's reading span, or the maximum number of final words correctly recalled, was found.
In short-term sentence recall studies, emphasis is placed on words in a distractor-word list when requesting information from the remembered sentence. This demonstrates the modality effect can be more than auditory or visual. [2] For serial recall, the modality effect is seen in an increased memory span for auditorally presented lists. Memory ...
Active recall is a learning method that exploits the testing effect − the fact that memorization is more efficient when some time is devoted to actively retrieving the to-be-learned information through testing with proper feedback. Flashcards are a practical application of active recall. Another method for memorization is via the 'SURF ...
Free recall is a basic paradigm used to study human memory. In a free recall task, a subject is presented a list of to-be-remembered items, one at a time. For example, an experimenter might read a list of 20 words aloud, presenting a new word to the subject every 4 seconds.
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 .
In a backward digit span task, the procedure is largely the same, except that subjects being tested are asked to recall the digits in backward order (e.g., if presented with the following string of numbers "1 5 9 2 3," the subject would be asked to recall the digits in reverse order; in the case, the correct response would be "3 2 9 5 1").
The two additional sentences served as verbal elaborations on the original target sentence and were theorized to strengthen the connections between the three facts. After a week, the participants underwent a cued recall test and were asked to provide the target sentence after hearing the word "Mozart".
Although recognition of previously-studied words through a recognition memory test, in which the words are re-presented for a memory judgment, generally yields a greater response probability than the recall of previously studied words through a recall test, in which the words must be mentally retrieved from memory, Tulving found that this ...
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