Abstract
Subjects were exposed to 16 words under serial learning instructions and then received a serial recall test. Following this initial test, subjects (a) attempted recognition, (b) were prompted with extralist associative stimuli, or (c) again attempted serial recall. Subjects in the latter group then attempted recognition or were prompted for recall. Analyses of recall probabilities conditional on prior failure to recall showed that (a) subjects were more likely to recall prior failures of recall on a second serial test than on a second recognition test, and (b) recognition yielded more recalls of prior failures than did prompting. Secondary analyses showed that neither response criterion shifts, item selection artifacts, nor extra recall time accounted for the superiority of the second serial test. The results are interpreted to be inconsistent with a critical assumption underlying encoding specificity theory, and to be consistent with a recent stimulus-sampling version of generation-recognition theory.
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The research reported here was supported in part by grants to the University of Minnesota, Center for Research in Human Learning, from the National Science Foundation (GB-17590), the National Institute of Child Health and Human Development (HD-01136 and HD-00098), and the Graduate School of the University of Minnesota. Preparation of the paper was aided by a Faculty Development Grant from Kenyon College to the first author. We express our gratitude to Dennis Wipper for assistance in data reduction and analysis, and to an anonymous reviewer who read an earlier report of this research. Requests for reprints should be sent to the first author, Department of Psychology, Kenyon College, Gambier, Ohio 43022.
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Hoppe, R.B., Dahl, P.R. Hypermnesia for Words in Serial Learning. Psychol Rec 28, 219–229 (1978). https://doi.org/10.1007/BF03394530
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DOI: https://doi.org/10.1007/BF03394530