Abstract
In a series of four experiments, recall and recognition performance were examined following recall and recognition instructions. It was found that recall-instructed subjects produced significantly better performance than recognition-instructed subjects on tests of ordered and free recall of words, particularly on the early part of the list (Experiments 1 and 2). The results of two further experiments suggest that this is mediated by differences occurring at input, and is due to increased rehearsal by subjects expecting a recall test (Experiments 3 and 4).
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Lewis, K., Wilding, J. Influences of test expectations on memory-processing strategies. Current Psychological Research 1, 61–74 (1981). https://doi.org/10.1007/BF02684427
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DOI: https://doi.org/10.1007/BF02684427