Effects of presentation and recall trials on clustering and recall

Hudson, Robert L.; Solomon, Mary L.; Davis, Jerry L.

doi:10.1016/s0022-5371(72)80098-7

Cited by 3 publications

(5 citation statements)

References 10 publications

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“…On any given trial the number of words recalled by all of the noncued groups in the present study was greater than the number of words recalled in the study by Hudson et al (1972). This is most likely because Hudson et al presented the stimulus list in completely random order, while in the present study the words were presented randomly within a category, but all words from any given category were presented together.…”

Section: Discussioncontrasting

confidence: 58%

“…Since no significant differences were noted between groups in the noncued condition on total words recalled, the results of this experiment indicate that the change in methodology did not effect the comparative results of Hudson et al (1972). Hudson et al presented 40 similar words from the norms of Battig and Montague (1969) which could also be grouped into categories.…”

Section: Discussionmentioning

confidence: 67%

“…This would seem to suggest that the lack of difference in a PRPR group and a PRRR group is the result of different underlying processes. Support for that notion was found by Hudson et al (1972). The evidence would suggest that the PRRR group is able to recall words partly because of a high degree of organization and that the PRPR group is able to recall words because, even though the P trial results in interference and disruption of organization, it also presents words that are, in effect, new.…”

mentioning

confidence: 93%

“…There have been several studies (Donaldson, 1971;Hudson, Solomon, & Davis, 1972;Rosner, 1970;Simmons, 1973;Tulving, 1967) which have modified the usual multitrial free recall (MTFR) analysis of alternating presentation (P) and recall (R) periods. All of these studies have demonstrated the influence of R periods to be as great as that of P periods on gross dependent variables such as number of words recalled even though more detailed analyses have indicated differences in some components of total recall.…”

mentioning

confidence: 99%

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Effects of presentation, recall, and study trials on word recall of a highly structured list

Hudson

1977

Bull. Psychon. Soc.

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Section: Discussioncontrasting

confidence: 58%

Section: Discussionmentioning

confidence: 67%

mentioning

confidence: 93%

mentioning

confidence: 99%

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Effects of presentation, recall, and study trials on word recall of a highly structured list

Hudson

1977

Bull. Psychon. Soc.

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“…The apparent facilitative effect of R trials on clustering in the present study is at variance with the findings of Hudson, Solomon, and Davis (1972). The discrepancy could be due, however, to differences in the lengths of the R trials.…”

contrasting

confidence: 77%

Patterned versus unpatterned sequences of study and recall trials in free recall of a categorizable word list.

Simmons¹

1973

Journal of Experimental Psychology

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Effect of temporal locus of a recitation attempt on learning and retention

1978

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In three experiments, analyses of individual-subject data show that temporal point of interruption for a practice recitation of a serial list affected neither the ultimate amount of time needed to master that list nor the amount of time needed for remastery 24 h later. Learning and relearning were by the unpaced whole-presentation method, with scheduled test interruptions at different stages of original learning.Tradition has it that for purposes of research, the learning procedure for verbal materials is a succession of study-test cycles. Some such cycles are batch defined in that the learner studies a list of material and then is tested on it, studies again, is tested again, and so on. Other such cycles are item defmed in that on seeing or hearing one item, such as a stimulus in paired associate learning or the nth item in serial learning, the learner is tested by having to anticipate a certain other item, such as the corresponding response or the next item, followed immediately by a study phase. wherein the learner is presented with the appropriate other item for confirmational or instructional purposes. Recurrences of these item cycles are generally separated by intervening cycles on other items.Tradition aside, one might wonder at the practice of imposing so many test trials in such a regular and unrelenting manner. To so proceed is not simulative of memorization in nonlaboratory situations, nor is it necessary to keeping track of how well the laboratory learner is doing. More importantly, there arises the question of how test operations contribute to, or detract from, the learning process. The study and test phases of a cycle must certainly interact in complex ways, to the end that generalizations about learning beyond the several standard laboratory paradigms are of unknown value.The literature on test effects in the area of verbal learning supports several conclusions. With respect to paired associate learning, it is clear that a good schedule of study and test events should include tests early in the sequence (LaPorte & Voss, 1974), but that multiple testing in the form of successive retesting is a waste of time (Bregman & Wiener, 1970;Izawa, 1967 Izawa, , 1970. A likely interpretation of this is that the results of a test are the basis for selective study of the more difficult pairs, with successive retests offering no further

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Effects of presentation and recall trials on clustering and recall

Cited by 3 publications

References 10 publications

Effects of presentation, recall, and study trials on word recall of a highly structured list

Effects of presentation, recall, and study trials on word recall of a highly structured list

Patterned versus unpatterned sequences of study and recall trials in free recall of a categorizable word list.

Effect of temporal locus of a recitation attempt on learning and retention

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