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Journal articles on the topic 'Recall (Psychology'

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Published: 29 July 2024

Last updated: 30 July 2024

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1

Newman, Leonard S., Maxwell S. Sapolsky, Ying Tang, and Daria A. Bakina. "What’s Recalled Depends on the Nature of the Recall Procedure." Social Psychology 45, no. 2 (February 1, 2014): 93–102. http://dx.doi.org/10.1027/1864-9335/a000164.

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According to the mnemic neglect model, people process non-threatening feedback more deeply than threatening feedback. Tests of the model rely on behavior recall as the primary dependent variable. Similar to other research programs in social psychology, little attention has been paid to determining the optimal recall procedure for testing the model and replicating its predicted findings. Four experiments reveal that the results of mnemic neglect studies are significantly affected by recall period length and how recalled behaviors are reported. A few basic principles (e.g., output interference, output primacy as an index of accessibility) can account for these findings. The lessons learned apply not just to mnemic neglect research, but to any investigation of social-cognitive processes utilizing free recall measures.

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2

Weger, Ulrich, Johannes Wagemann, and Andreas Meyer. "Introspection in Psychology." European Psychologist 23, no. 3 (July 2018): 206–16. http://dx.doi.org/10.1027/1016-9040/a000296.

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Abstract. Memory is typically conceptualized as a mental space where information is stored until it is retrieved for current processing. This archive account has been undermined by a multitude of findings, however, calling for a theoretical and also a methodological reorientation. In particular, we consider it timely to include an introspective mode of research into the study of memory because such introspective enquiry can provide insights into the recall process that go beyond those of third-person research. The limitations often associated with introspection (e.g., its seemingly subjective quality and its post hoc nature) are well justified – but only as long as the more immature impromptu introspections are concerned. A more systematically developed form of introspection can overcome these limitations. Such a systematic approach is outlined and used here to develop a taxonomy of mental processes involved in recall. Our observations lend support to a reconstruction account and allow for a differentiation of mental activities involved in various types of recall.

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3

Watkin, Kenneth L., Holly K. Craig, and Tanya M. Gallagher. "Serial Recall." Intervention in School and Clinic 26, no. 1 (September 1990): 52–56. http://dx.doi.org/10.1177/105345129002600113.

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4

Payne, David G., Helene A. Hembrooke, and Jeffrey S. Anastasi. "Hypermnesia in free recall and cued recall." Memory & Cognition 21, no. 1 (January 1993): 48–62. http://dx.doi.org/10.3758/bf03211164.

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5

Mangan, G. L., and R. Sturrock. "Lability and recall." Personality and Individual Differences 9, no. 3 (January 1988): 519–23. http://dx.doi.org/10.1016/0191-8869(88)90150-x.

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6

Hopper, William J., and David E. Huber. "Testing the primary and convergent retrieval model of recall: Recall practice produces faster recall success but also faster recall failure." Memory & Cognition 47, no. 4 (February 8, 2019): 816–41. http://dx.doi.org/10.3758/s13421-019-00903-x.

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7

Thomas, John G., Haley R. Milner, and Karl F. Haberlandt. "Forward and Backward Recall." Psychological Science 14, no. 2 (March 2003): 169–74. http://dx.doi.org/10.1111/1467-9280.01437.

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How do people retrieve information in forward and backward recall? To address this issue, we examined response times in directional recall as a function of serial position and list length. Participants memorized lists of four to six words and entered responses at the keyboard. Recall direction was postcued. Response times exhibited asymmetry in terms of direction. In forward recall, response times peaked at the first position, leveling off for subsequent positions. Response times were slower in backward recall than in forward recall and exhibited an inverse U-shaped function with an initial slowdown followed by a continuous speedup. These asymmetries have implications for theoretical models of retrieval in serial recall, including temporal-code, rule-based, and network models. The response time pattern suggests that forward recall proceeds in equal steps across positions, whereas backward recall involves repeated covet cycles of forward recall. Thus, retrieval in both directions involves a forward search.

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8

Di Cagno, Daniela, Tibor Neugebauer, Carlos Rodriguez-Palmero, and Abdolkarim Sadrieh. "Recall searching with and without recall." Theory and Decision 77, no. 3 (June 7, 2014): 297–311. http://dx.doi.org/10.1007/s11238-014-9444-1.

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9

Stephenson, Geoffrey M., Dominic Abrams, Wolfgang Wagner, and Gillian Wade. "Partners in recall: Collaborative order in the recall of a police interrogation." British Journal of Social Psychology 25, no. 4 (November 1986): 341–43. http://dx.doi.org/10.1111/j.2044-8309.1986.tb00748.x.

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10

Beaman, C. Philip, and Dylan M. Jones. "Irrelevant Sound Disrupts Order Information in Free Recall as in Serial Recall." Quarterly Journal of Experimental Psychology Section A 51, no. 3 (August 1998): 615–36. http://dx.doi.org/10.1080/713755774.

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The claim that the sensitivity of free recall to disruption by irrelevant sound is a function of the extent to which rote rehearsal is employed as a mnemonic strategy was investigated in two experiments. The degree of disruption by irrelevant sound in terms of both item and order information was contrasted under serial and free recall instructions. Irrelevant sound was found to disrupt order and item information equally in serial and free recall tasks (Experiment 1). Contrary to previous reports, an effect of irrelevant sound was also demonstrated on free recall of particularly long lists, and the interaction between list length and retention interval in the irrelevant sound effect was examined (Experiment 2). Generally, the results support the view that irrelevant sound disrupts the use of order cues.

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11

Cohen, Ronald L. "The prediction of recall: Why do subjects recall the unexpected?" European Journal of Cognitive Psychology 6, no. 3 (September 1994): 243–62. http://dx.doi.org/10.1080/09541449408520147.

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12

Brainerd, C. "Phantom recall." Journal of Memory and Language 48, no. 3 (April 2003): 445–67. http://dx.doi.org/10.1016/s0749-596x(02)00501-6.

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13

Smith, Steven M., and Isabel Manzano. "Video context-dependent recall." Behavior Research Methods 42, no. 1 (February 2010): 292–301. http://dx.doi.org/10.3758/brm.42.1.292.

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14

Senkova, Olesya, and Hajime Otani. "Category clustering calculator for free recall." Advances in Cognitive Psychology 8, no. 4 (December 31, 2012): 292–95. http://dx.doi.org/10.5709/acp-0124-y.

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15

Welford, A. T. "Recall, Recognition and Serial Learning: A Signal-Detection Measurement." Perceptual and Motor Skills 69, no. 2 (October 1989): 415–18. http://dx.doi.org/10.2466/pms.1989.69.2.415.

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An experiment is described which confirms earlier findings that the main difference between recognition and recall in signal-detection terms lies in higher criterion levels for recall. The experiment also illustrates a method of applying signal-detection measures to recall in the very common case, hitherto considered impossible to treat, where the number of potential distractors is not known a priori and false recalls become progressively fewer over a number of trials. The method provides a more sensitive and efficient measure of rote learning than those commonly in use and opens the way to a reappraisal of many traditional assumptions about learning and memory.

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16

McDonald-Miszczak, L., A. M. Hubley, and D. F. Hultsch. "Age Differences in Recall and Predicting Recall of Action Events and Words." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 51B, no. 2 (March 1, 1996): P81—P90. http://dx.doi.org/10.1093/geronb/51b.2.p81.

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17

Bauer, Patricia J., Sandra A. Wiebe, Jennie M. Waters, and Stephanie K. Bangston. "Reexposure Breeds Recall: Effects of Experience on 9-Month-Olds' Ordered Recall." Journal of Experimental Child Psychology 80, no. 2 (October 2001): 174–200. http://dx.doi.org/10.1006/jecp.2000.2628.

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18

Lydon, John, Mark P. Zanna, and Michael Ross. "Bolstering Attitudes by Autobiographical Recall." Personality and Social Psychology Bulletin 14, no. 1 (March 1988): 78–86. http://dx.doi.org/10.1177/0146167288141008.

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19

Yarmey, A. Daniel, Jeremy Jacob, and Allison Porter. "Person Recall in Field Settings1." Journal of Applied Social Psychology 32, no. 11 (November 2002): 2354–67. http://dx.doi.org/10.1111/j.1559-1816.2002.tb01866.x.

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20

Schredl, Michael, Alan A. Beaton, Josie Henley-Einion, and Mark Blagrove. "Handedness and dream-recall frequency." Dreaming 23, no. 2 (June 2013): 156–62. http://dx.doi.org/10.1037/a0032210.

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21

Johnston, Irvine F., and Lloyd H. Strickland. "Communication mode, affect and recall." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 17, no. 3 (1985): 226–31. http://dx.doi.org/10.1037/h0080141.

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22

Dennis, Simon, and John K. Kruschke. "Shifting attention in cued recall." Australian Journal of Psychology 50, no. 3 (December 1998): 131–38. http://dx.doi.org/10.1080/00049539808258789.

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23

Avons, S. E., K. L. Wright, and Kristen Pammer. "The Word-Length Effect in Probed and Serial Recall." Quarterly Journal of Experimental Psychology Section A 47, no. 1 (February 1994): 207–31. http://dx.doi.org/10.1080/14640749408401151.

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The word-length effect in immediate serial recall has been explained as the possible consequence of rehearsal processes or of output processes. In the first experiment adult subjects heard lists of five long or short words while engaging in articulatory suppression during presentation. Full serial recall or probed recall for a single item followed the list either immediately or after a 5-second delay to encourage rehearsal. The word-length effect was not influenced by recall delay, but was much smaller in probed than in serial recall. Examination of the serial position curves suggested that this might be due to a recency component operating in probed recall. Experiment 2 confirmed a word-length-insensitive recency effect in probed recall and showed that this was resistant to an auditory suffix, unlike the small recency effect found in serial recall. Experiment 3 used visual presentation without concurrent articulation. Under these conditions there was no recency effect for either recall method, but the word-length effect was again much smaller in probed than in serial recall. This was confirmed in Experiment 4, in which the presentation of serial and probed recall was randomized across trials, showing that the differences between recall methods could not be due to encoding strategies. We conclude that for visual presentation, at least part of the word-length effect originates in output processes. For auditory presentation the position is less clear, as serial and probed recall appear to draw on different resources. The nature of the output processes that may give rise to word-length effects is discussed.

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24

Watts, Fraser N., and Robert Sharrock. "Cued recall in depression." British Journal of Clinical Psychology 26, no. 2 (May 1987): 149–50. http://dx.doi.org/10.1111/j.2044-8260.1987.tb00743.x.

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25

Zhang, Huan, Xingli Zhang, Xiping Liu, Haibo Yang, and Jiannong Shi. "Inhibitory Process of Collaborative Inhibition: Assessment Using an Emotional Stroop Task." Psychological Reports 123, no. 2 (November 14, 2018): 300–324. http://dx.doi.org/10.1177/0033294118805007.

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This study investigated the inhibitory process of collaborative inhibition. An emotional Stroop task was manipulated three times after a group-recall task across three experiments. The results showed that, when participants performed an emotional Stroop task immediately after a group-recall task (Experiment 1) or between two subsequent individual-recall tasks after a group-recall task (Experiment 3), they were able to discriminate color information relating to studied but nonrecalled emotional stimuli more rapidly in the collaborative-recall condition than in the nominal-recall condition. This indicated that participants experienced a stronger inhibition effect in the former condition. However, when the emotional Stroop task was performed after the final individual-recall task (Experiment 2), there were no differences in discrimination between the conditions. These results suggest that the inhibition effect occurs immediately after the group-recall phase and lasts until the final individual-recall task is completed (4 minutes or longer in Experiment 3). It is therefore possible to discuss retrieval inhibition as an underlying mechanism of collaborative inhibition.

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26

Cowan, Nelson, J. Scott Saults, Emily M. Elliott, and Matthew V. Moreno. "Deconfounding Serial Recall." Journal of Memory and Language 46, no. 1 (January 2002): 153–77. http://dx.doi.org/10.1006/jmla.2001.2805.

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27

Ionescu, Marcos D. "Sex Differences in Memory Estimates for Pictures and Words with Multiple Recall Trials." Psychological Reports 94, no. 2 (April 2004): 467–74. http://dx.doi.org/10.2466/pr0.94.2.467-474.

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Undergraduate students (23 men and 23 women) provided memory performance estimates before and after each of three recall trials involving 80 stimuli (40 pictures and 40 words). No sex differences were found across trials for the total recall of items or for the recall of pictures and words separately. A significant increase in recall for pictures (not words) was found for both sexes across trials. The previous results of Ionescu were replicated on the first and second recall trials: men underestimated their performance on the pictures and women underestimated their performance on the word items. These differences in postrecall estimates were not found after the third recall trial: men and women alike underestimated their performance on both the picture and word items. The disappearance of item-specific sex differences in postrecall estimates for the third recall trial does not imply that men and women become more accurate at estimating their actual performance with multiple recall trials.

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28

Howard, Daniel J., and Charles Gengler. "Motivating Compliance with a Request by Remembering Someone's Name." Psychological Reports 77, no. 1 (August 1995): 123–29. http://dx.doi.org/10.2466/pr0.1995.77.1.123.

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22 students are asked to comply with a request by their professor after he recalls or is unable to recall their names. Students whose names were recalled started and returned the completed task more quickly than those whose names were not recalled. The results are consistent with the position that remembrance of names motivates compliance with requests. A complimentary interpretation of remembrance of names is argued.

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29

Ionescu, Marcos D. "Sex Differences in Memory Estimates for Pictures and Words." Psychological Reports 87, no. 1 (August 2000): 315–22. http://dx.doi.org/10.2466/pr0.2000.87.1.315.

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Memory performance estimates of men and women before and after a recall test were investigated. College students (17 men and 20 women), all juniors, participated in a memory task involving the recall of 80 stimuli (40 pictures and 40 words). Before and after the task they were asked to provide estimates of their pre- and postrecall performance. Although no sex differences were found for total correct recall, recall for pictures, and recall for words, or in the estimates of memory performance before the recall task, there were significant differences after the test: women underestimated their performance on the words and men underestimated their performance on the picture items.

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30

Gorman, Adam D., Bruce Abernethy, and Damian Farrow. "Is the Relationship between Pattern Recall and Decision-Making Influenced by Anticipatory Recall?" Quarterly Journal of Experimental Psychology 66, no. 11 (November 2013): 2219–36. http://dx.doi.org/10.1080/17470218.2013.777083.

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31

Lardinoit, T., and C. Derbaix. "Sponsorship and recall of sponsors." Psychology and Marketing 18, no. 2 (2001): 167–90. http://dx.doi.org/10.1002/1520-6793(200102)18:2<167::aid-mar1004>3.0.co;2-i.

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32

Waddill, Paula J., and Mark A. McDaniel. "Distinctiveness effects in recall:." Memory & Cognition 26, no. 1 (January 1998): 108–20. http://dx.doi.org/10.3758/bf03211374.

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33

Bagaric, Branka, Marina Martincevic, and Andrea Vranic. "What is remembered?: The recall of health-related information in cyberchondria and health anxiety." Psihologija, no. 00 (2022): 19. http://dx.doi.org/10.2298/psi220127019b.

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Cyberchondria is excessive online seeking of health-related information followed by distress. We aimed to examine the effects of cyberchondria and the credibility of the health-related sources on recall, and to investigate cyberchondria as a mediator between health anxiety (HA) and recall. Participants (N = 194) read about an alleged disease from sources of various credibility (high, low, neutral), filled in the HA Questionnaire and the Short Cyberchondria Scale, and recalled the information. No effect of source credibility on recall was found. Participants with high cyberchondria recalled more information, even when HA was controlled. Better recall in high HA was mediated by cyberchondria. A direct effect of HA on recall was found only for distorted recall of health information. This indicates different recall patterns in people with high HA depending on their cyberchondria, probably due to elaborated health schemas in cyberchondria, and to the disregard of source credibility in persons with high HA and low cyberchondria.

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34

Thorn, Annabel S. C., Susan E. Gathercole, and Clive R. Frankish. "Language familiarity effects in short-term memory: The role of output delay and long-term knowledge." Quarterly Journal of Experimental Psychology Section A 55, no. 4 (October 2002): 1363–83. http://dx.doi.org/10.1080/02724980244000198.

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Four experiments examined the origins of language familiarity effects in bilingual short-term recall. In Experiments 1A and 1B, bilingual adults were tested on serial recall and probed serial recall of words and nonwords in their first and second languages. A first-language advantage was obtained on both measures, indicating that the beneficial effects of language familiarity are not exclusively attributable to lesser output delay during overt recall. In Experiments 2A and 2B, the same group of bilinguals was tested on serial recall and serial recognition of word lists in both languages. Although a sizeable first-language advantage was obtained on the serial recall measure, recognition performance was comparable in the two languages. On the basis of these results it is suggested that language differences in bilingual immediate memory arise in large part as a consequence of the differential availability of language-specific long-term knowledge with which to support retrieval processes in serial recall.

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35

Popović Stijačić, Milica, and Dušica Filipović Đurđević. "Perceptual richness of words and its role in free and cued recall." Primenjena psihologija 15, no. 3 (November 17, 2022): 355–81. http://dx.doi.org/10.19090/pp.v15i3.2400.

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This research aimed to clarify the role of the perceptual richness of words (PR) in the recall tasks. PR was operationalized as the number of sensory modalities through which an object can be perceived. Previously, we found that concepts experienced with many modalities (dog) were recalled more accurately in cued recall than those perceived with few modalities (rainbow) and abstract words. This finding fitted the Perceptual symbol system theory (PSST) and the Dual coding theory (DCT) predictions. We tested the PR effect in both cued (experiment 1- E1) and free recall tasks (experiment 2 – E2) in the present study. With careful stimuli manipulation of context availability and emotional valence and statistical control of arousal and relatedness, made to exclude their influence on recall, we tested alternative explanations of the concreteness effect offered by the relational-distinctiveness hypothesis. The additional perceptual codes improved recall accuracy in the cued recall task (E1), which was in line with the PSST and the DCT. This conclusion is straightforward: two critical groups of concrete words were matched for concreteness and visual perceptual strength. Thus, more accurate recall of concepts experienced with many modalities can be attributed to richer perceptual experience. However, the relational information was essential for recall accuracy in the free recall task (E2), as hypothesized by the relational-distinctiveness hypothesis.

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36

Elie, Claude J., Jason M. Blackwell, and David G. Payne. "Scoring Options for Recall Tests (SORT): A BASIC program for entry and analysis of recall test data." Behavior Research Methods, Instruments, & Computers 28, no. 3 (September 1996): 479–82. http://dx.doi.org/10.3758/bf03200532.

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37

Beaman, C. Philip. "Inverting the modality effect in serial recall." Quarterly Journal of Experimental Psychology Section A 55, no. 2 (April 2002): 371–89. http://dx.doi.org/10.1080/02724980143000307.

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Differences in recall ability between immediate serial recall of auditorily and visually presented verbal material have traditionally been considered restricted to the end of to-be-recalled lists, the recency section of the serial position curve (e.g., Crowder & Morton, 1969). Later studies showed that—under certain circumstances–differences in recall between the two modalities can be observed across the whole of the list (Frankish, 1985). However in all these studies the advantage observed is for recall of material presented in the auditorily modality. Six separate conditions across four experiments demonstrate that a visual advantage can be obtained with serial recall if participants are required to recall the list in two distinct sections using serial recall. Judged on a list-wide basis, the visual advantage is of equivalent size to the auditory advantage of the classical modality effect. The results demonstrate that differences in representation of auditory and visual verbal material in short-term memory persist beyond lexical and phonological categorization and are problematic for current theories of the modality effect.

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38

Wahlheim, Christopher N., Timothy R. Alexander, and Carson D. Peske. "Reminders of Everyday Misinformation Statements Can Enhance Memory for and Beliefs in Corrections of Those Statements in the Short Term." Psychological Science 31, no. 10 (September 25, 2020): 1325–39. http://dx.doi.org/10.1177/0956797620952797.

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Fake-news exposure can cause misinformation to be mistakenly remembered and believed. In two experiments ( Ns = 96), we examined whether reminders of misinformation could improve memory for and beliefs in corrections. Subjects read factual statements and misinformation statements taken from news websites and then read statements that corrected the misinformation. Misinformation reminders appeared before some corrections but not others. Subjects then attempted to recall facts, indicated their belief in those recalls, and indicated whether they remembered corrections and misinformation. In Experiment 1, we did not constrain subjects’ report criteria. But in Experiment 2, we encouraged conservative reporting by instructing subjects to report only information they believed to be true. Reminders increased recall and belief accuracy. These benefits were greater both when misinformation was recollected and when subjects remembered that corrections had occurred. These findings demonstrate one situation in which misinformation reminders can diminish the negative effects of fake-news exposure in the short term.

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39

Cowan, Nelson, Noelle L. Wood, and Dawn N. Borne. "Reconfirmation of the Short-Term Storage Concept." Psychological Science 5, no. 2 (March 1994): 103–6. http://dx.doi.org/10.1111/j.1467-9280.1994.tb00639.x.

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Recent research questions the existence of a short-term storage mechanism capable of holding limited information temporarily Specifically, serial-recall results with a through-list distractor (TLD) procedure, in which a distracting task is interposed between list items as well as between the list and recall period, generally resemble the results of immediate-recall procedures The present study, however, reconfirms the utility of short-term storage by demonstrating an important difference between immediate and TLD recall A word-length effect, or advantage for lists of shorter words (which minimize short-term forgetting during spoken recall), did not occur with a TLD procedure

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40

Bauer, Patricia J. "Long–Term Recall Memory: Behavioral and Neuro–Developmental Changes in the First 2 Years of Life." Current Directions in Psychological Science 11, no. 4 (August 2002): 137–41. http://dx.doi.org/10.1111/1467-8721.00186.

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Until not long ago, psychologists conceptually and methodologically linked the capacity for recall of the past to developments in language. With the advent of a nonverbal measure of recall, this association has been challenged. It now is apparent that the capacity for long–term recall emerges well before the verbal ability to describe past experiences. Long–term recall is newly (or recently) emergent late in the 1st year of life; over the 2nd year, it consolidates and becomes reliable. The course of age–related changes in mnemonic behavior is consistent with current understanding of developments in the neural substrate implicated in recall memory.

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41

Opoku, J. Y. "Bilingual Representational Systems in Free Recall." Psychological Reports 57, no. 3 (December 1985): 847–55. http://dx.doi.org/10.2466/pr0.1985.57.3.847.

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40 undergraduates equally proficient in English and Yoruba were classified as “low” or “high” on separation of bilingual representational systems depending on the extent to which they were able to provide correct Yoruba translations to responses they had earlier given on a 10-item word-association test in English. The two groups of subjects participated in a task involving the repeated learning and recall of a bilingual list of translated equivalent words. Three trials were given. It was predicted that the low group who provided more translations would benefit more on this task than the high group who provided comparatively fewer translations. The low group recalled more translated equivalent words than the high group on Trials 2 and 3. It was concluded that the two groups of subjects are differentially sensitive to the semantic equivalence between the translated equivalent words and must possess somewhat different representations of the words in memory.

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42

Yu, Calvin Kai-Ching. "Facilitating dream recall in Chinese people." Dreaming 16, no. 3 (2006): 186–95. http://dx.doi.org/10.1037/1053-0797.16.3.186.

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43

Kimball, Daniel R., Troy A. Smith, and Michael J. Kahana. "The fSAM model of false recall." Psychological Review 114, no. 4 (October 2007): 954–93. http://dx.doi.org/10.1037/0033-295x.114.4.954.

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44

Laming, Donald. "Serial position curves in free recall." Psychological Review 117, no. 1 (2010): 93–133. http://dx.doi.org/10.1037/a0017839.

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45

Halliday, G. "Effect of encouragement on dream recall." Dreaming 2, no. 1 (March 1992): 39–44. http://dx.doi.org/10.1037/h0094346.

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46

Berger, James D., and Lawrence G. Herringer. "Individual Differences in Eyewitness Recall Accuracy." Journal of Social Psychology 131, no. 6 (December 1991): 807–13. http://dx.doi.org/10.1080/00224545.1991.9924667.

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47

Klotz, M. L., and Mark D. Alicke. "The effects of schema appropriateness on recall." Journal of Research in Personality 23, no. 2 (June 1989): 225–34. http://dx.doi.org/10.1016/0092-6566(89)90025-1.

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48

Macie, Katherine M., and Janet D. Larsen. "Word Frequency Affects Hypermnesia." Psychological Reports 79, no. 3_suppl (December 1996): 1379–82. http://dx.doi.org/10.2466/pr0.1996.79.3f.1379.

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Hypermnesia, the tendency of participants to recall more items from a list they have studied when they are asked to recall the list several times on a free-recall test, is enhanced by factors that lead to better performance on free-recall tests. This study tested the hypothesis that words which appear with high frequency in the English language would produce hypermnesia but that low frequency words would not. The activity the 57 participants were required to do between repeated recall tests was also manipulated but had no effect on the number of words recalled. High frequency words resulted in hypermnesia but low frequency words did not.

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49

Balch, William R. "A Free-Recall Demonstration Versus a Lecture-Only Control." Teaching of Psychology 39, no. 1 (December 28, 2011): 34–37. http://dx.doi.org/10.1177/0098628311430170.

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On their first class day, introductory psychology students took a 14-question multiple-choice pretest on several principles of memory including primacy, recency, storage, retrieval, counterbalancing, and the free-recall method. I randomly preassigned students to come at one of two different times to the second class, 2 days later, when they either participated in a free-recall demonstration/debriefing or heard a lecture on comparable material. In the third class, five days later, they took a posttest identical to the pretest. On the posttest but not the pretest, students participating in the demonstration/debriefing significantly outperformed those hearing only the lecture.

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Unsworth, Nash, Ashley L. Miller, and Matthew K. Robison. "Individual differences in encoding strategies and free recall dynamics." Quarterly Journal of Experimental Psychology 72, no. 10 (May 10, 2019): 2495–508. http://dx.doi.org/10.1177/1747021819847441.

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Abstract:

Individual differences in encoding strategies and their relation to free recall dynamics were examined. Participants performed a delayed free recall task and following each list reported which strategies they may have used on the prior list. Individual differences in effective encoding strategy use were positively correlated with overall recall performance. Examining recall dynamics suggested that variation in effective encoding strategy use was associated with greater recall, particularly on non-primacy items and slightly more organised recall in terms of recall transitions. However, no differences were found for recall of items at the first serial position, in recall initiation, or in how quickly participants recalled items. Collectively, the results are consistent with the notion that effective encoding strategies increase the strength of items, resulting in a higher likelihood of recovering the items during recall. Individual differences in control processes in the form of effective encoding strategies are critically important for understanding normal variation in memory abilities.

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