scholarly journals What types of learning are enhanced by a cued recall test?

2006 ◽  
Vol 13 (5) ◽  
pp. 826-830 ◽  
Author(s):  
Shana K. Carpenter ◽  
Harold Pashler ◽  
Edward Vul
Keyword(s):  
Recall Test ◽  
Cued Recall

scholarly journals The effect of semantic relatedness on associative asymmetry in memory

2018 ◽  
Author(s):  
Vencislav Popov ◽  
Qiong Zhang ◽  
Griffin Koch ◽  
Regina Calloway ◽  
Marc N Coutanche
Keyword(s):  
Recall Test ◽  
Direct Evidence ◽  
Response Times ◽  
Semantic Relatedness ◽  
Cued Recall ◽  
Associative Symmetry ◽  
Single List ◽  
Symmetry Hypothesis ◽  
New Evidence ◽  
Holistic Representation

We provide new evidence concerning two opposing views of episodic associations: The independent associations hypothesis (IAH) posits that associations are unidirectional and separately modifiable links (A→B and A←B); the associative symmetry hypothesis (ASH), to the contrary, considers the association to be a holistic conjunction of A and B representations. While existing literature focuses on tests that compare the equality and correlation of forward and backward associations and favors ASH over IAH, we provide the first direct evidence of IAH by showing that forward and backward associations are separately modifiable for semantically related pairs. In two experiments, participants studied 30 semantically unrelated and 30 semantically related pairs intermixed in a single list, and then performed a series of up to eight cued-recall test cycles. All pairs were tested in each cycle, and the testing direction (A-? or B-?) alternated between cycles. Consistent with prior research, unrelated pairs exhibited associative symmetry – accuracy and response times improved gradually on each test, suggesting that testing in both directions strengthened the same association. In contrast, semantically related pairs exhibited a stair-like pattern, where performance did not change from odd to even tests when the test direction changed; it only improved between tests of the same direction. We conclude that episodic associations can have either a holistic representation (ASH) or separate directional representations (IAH), depending on the semantic relatedness of their constituent items.

Does Item Difficulty Affect the Magnitude of the Retrieval Practice Effect? An Evaluation of the Retrieval Effort Hypothesis

2020 ◽  
Vol 23 ◽  
Author(s):  
Marcos Felipe Rodrigues de Lima ◽  
Sebastião Venâncio ◽  
Júlia Feminella ◽  
Luciano Grüdtner Buratto
Keyword(s):  
Recall Test ◽  
Retrieval Practice ◽  
Item Difficulty ◽  
Practice Effect ◽  
Cued Recall ◽  
Study Phase ◽  
Nonsignificant Trend ◽  
Final Test ◽  
Practice Phase ◽  
Effort Hypothesis

Abstract Retrieving information by testing improves subsequent retention more than restudy, a phenomenon known as the retrieval practice effect. According to the retrieval effort hypothesis (REH), difficult items require more retrieval effort than easier items and, consequently, should benefit more from retrieval practice. In two experiments, we tested this prediction. Participants learned sets of easy and difficult Swahili–Portuguese word pairs (study phase) and repeatedly restudied half of these items and repeatedly retrieval practiced the other half (practice phase). Forty-eight hours later, they took a cued-recall test (final test phase). In both experiments, we replicated both the retrieval practice and the item difficulty effects. In Experiment 1 (N = 51), we found a greater retrieval practice effect for easy items, MDifference = .26, SD = .17, than for difficult items, MDifference = .19, SD = .19, t(50) = 2.01, p = .05, d = 0.28. In Experiment 2 (N = 28), we found a nonsignificant trend—F(1, 27) = 2.86, p = .10, $$ {\upeta}_{\mathrm{p}}^2 $$ = .10—toward a greater retrieval practice effect for difficult items, MDifference = .28, SD = .22, than for easy items, MDifference = .18, SD = .21. This was especially true for individuals who benefit from retrieval practice (difficult: MDifference = .32, SD = .18; easy: MDifference = .20, SD = .20), t(24) = –2.08, p = .05, d = –0.42. The results provide no clear evidence for the REH and are discussed in relation to current accounts of the retrieval practice effect.

O1-05-06: Free and Cued Recall Test in memory clinics: A good predictor of conversion to AD or a marker of prodromal AD ?

2006 ◽  
Vol 2 ◽  
pp. S19-S19 ◽  
Author(s):  
Claudine Berr ◽  
Marie Sarazin ◽  
Colette Fabrigoule ◽  
Bernard Michel ◽  
Jocelyne De Rotrou ◽  
...  
Keyword(s):  
Good Predictor ◽  
Recall Test ◽  
Cued Recall ◽  
Prodromal Ad ◽  
Memory Clinics

P1-494: The Reliability and validation of the short cued recall test

2011 ◽  
Vol 7 ◽  
pp. S271-S271
Author(s):  
Jong Chul Youn ◽  
Eun Hee Park ◽  
Chan Seung Jung ◽  
So Ae Lee
Keyword(s):  
Recall Test ◽  
Cued Recall

Using Popular Films to Enhance Classroom Learning

2009 ◽  
Vol 20 (9) ◽  
pp. 1161-1168 ◽  
Author(s):  
Andrew C. Butler ◽  
Franklin M. Zaromb ◽  
Keith B. Lyle ◽  
Henry L. Roediger
Keyword(s):  
Recall Test ◽  
Correct Recall ◽  
Cued Recall ◽  
Misinformation Effect ◽  
Film Clip ◽  
Classroom Learning ◽  
Popular Films ◽  
Correct Information ◽  
Film Clips ◽  
Consistent Information

Popular history films sometimes contain major historical inaccuracies. Two experiments investigated how watching such films influences people's ability to remember associated texts. Subjects watched film clips and studied texts about various historical topics. Whereas the texts contained only correct information, the film clips contained both correct information (consistent with the text) and misinformation (contradicted by the text). Before watching each clip, subjects received a specific warning, a general warning, or no warning about the misinformation. One week later, they returned for a cued-recall test about the texts. Watching a film clip increased correct recall of consistent information relative to recall of the same information when subjects did not see the clip. However, when the information in the film contradicted the text, subjects often (falsely) recalled misinformation from the film. The specific warning substantially reduced this misinformation effect. Teachers should use popular history films with caution and should warn students about major inaccuracies in the films.

scholarly journals Rate of forgetting is independent of initial degree of learning

2022 ◽  
Author(s):  
Karim Rivera-Lares ◽  
Robert Logie ◽  
Alan Baddeley ◽  
Sergio Della Sala
Keyword(s):  
Recall Test ◽  
Cued Recall ◽  
Time Intervals ◽  
Initial Degree ◽  
Initial Acquisition ◽  
Confounding Variables ◽  
Learning Trials

AbstractIt is commonly assumed that the rate of forgetting depends on initial degree of learning. Hence, comparison of forgetting across groups is usually carried out equating initial performance. However, these matching procedures add confounding variables. In four experiments, following Slamecka and McElree (1983, Exp 3), we challenge this assumption through manipulating initial acquisition by varying the number of presentations of the material and studying the effect on rate of subsequent forgetting. A set of 36 sentences was presented either visually or auditorily. Different participants were exposed to the material two, four or six times. Forgetting was measured by means of a cued recall test at three time-intervals (30 s, 1 day and 1 week in experiments 1 and 2; 30 s, 1 day, and 3 days in experiments 3 and 4). A different subset of 12 sentences was tested at each delay. The outcome of these experiments showed that the initial acquisition depends on number of learning trials. However, the rate of forgetting proved to be independent of initial acquisition. This pattern remains constant across modalities of presentation and of the number of learning trials. The conclusion is that forgetting does not depend on initial acquisition.

Long-Term Retention of Plausible vs Bizarre Paired Associates as a Function of Cued Recall

1988 ◽  
Vol 67 (2) ◽  
pp. 531-537 ◽  
Author(s):  
James Iaccino ◽  
Pamela Spirek
Keyword(s):  
Incidental Learning ◽  
Recall Test ◽  
Past Research ◽  
Cued Recall ◽  
Paired Associates ◽  
Term Retention ◽  
Long Term Retention ◽  
Bizarre Imagery ◽  
Over Time

Past research has shown that bizarre imagery facilitates long-term recall of noun pairs. An experiment was executed to investigate the effects of bizarreness when more pronounced delays were used. Undergraduate subjects were shown 30 plausible and 30 bizarre scenes, asked to rate the pictures on their own image scale, and were then given an unexpected recall test 1 or 2 wk. later. Analysis indicated that bizarre images aided recall only under the 2-wk. delay. We have suggested that interference over time may be less with bizarre images, especially when an incidental learning paradigm is employed.

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