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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. The words were from ...
Researchers have used this procedure to test memory. Participants are given pairs, usually of words, A1-B1, A2-B2...An-Bn (n is the number of pairs in a list) to study. Then the experimenter gives the participant a word to cue the participant to recall the word with which it was originally paired.
The standard test involves the recall period starting immediately after the final list item; this can be referred to as immediate free recall (IFR) to distinguish it from delayed free recall (DFR). In delayed free recall, there is a short distraction period between the final list item and the start of the recall period.
The word fragment completion test (WFC) is a test designed to measure memory of words presented to participants. Words that were previously shown to participants are presented again in a fragmented form (i.e. missing letters) with the task of retrieving the missing letters from memory to complete it. [1]
Used objects from his environment to cue memories from his life. [10] Galton created lists of cue-words to stimulate memory recall. He recorded the amount of time required to recall an autobiographical memory related to the cue- word and note the distribution of memories over the life span.
During these tasks, the subject does not explicitly recall the stimulus, but the previous stimulus still affects performance. [10] For example, in a word-completion implicit memory task, if a subject reads a list containing the word "dog", the subject provides this word more readily when asked for three-letter words beginning in "d".
Subjects were presented with four study-test periods of 10 word lists, with a continual distractor task (20-second period of counting-backward). At the end of each list, participants had to free-recall as many words as possible. After recall of the fourth list, participants were asked to recall items from all four lists.
The reading span task was the first instance of the family of "complex span" tasks (as opposed to "simple span" tasks). It is a complex verbal test because it draws upon both storage and processing (i.e., reading) elements of working memory, while simple verbal tests (e.g., word span) require the storage element alone. [2]
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