Abstract
Since the 19th century, recognition has been accepted as more sensitive than recall in measuring retention, Considerable research supports this conviction which has influenced both pedagogy and experimental psychology. The research below demomonstrates that recognition is superior to recall only at early stages of serial verbal learning. Previous demonstrations of the superiority of recognition are believed to be an artifact of multiple-choice tests which may reflect the elimination of incorrect alternatives rather than recognition of correct alternatives.
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Supported by MH 10764-01; the training list is available upon request.
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Laehman, R., Field, W.H. Recognition and recall of verbal material as a function of degree of training. Psychon Sci 2, 225–226 (1965). https://doi.org/10.3758/BF03343418
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DOI: https://doi.org/10.3758/BF03343418