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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 ...
Cued Recall refers to the process in which a person is given a list of items to remember and is then tested with the use of cues. Cues act as guides to what the person is supposed to remember. In contrast to free recall, the person is prompted to remember a certain item on the list or remember the list in a certain order.
Elaborative encoding is a mnemonic system that uses some form of elaboration, such as an emotional cue, to assist in the retention of memories and knowledge. [1] In this system one attaches an additional piece of information to a memory task which makes it easier to recall.
The generation effect has been found in studies using free recall, cued recall, and recognition tests. [3] In one study, the subject was provided with a stimulus word, the first letter of the response, and a word relating the two. For example, with the rule of the opposite, the stimulus word "hot", and the letter "c", the word cold would be ...
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]
Cued recall can be explained by extending the attribute-similarity model used for item recognition. Because in cued recall, a wrong response can be given for a probe item, the model has to be extended accordingly to account for that. This can be achieved by adding noise to the item vectors when they are stored in the memory matrix.