Encoding Task and Trace Specificity with Respect to Sensory, Semantic, and Contextual Recall Cues
Bibliographic Data
| ID | 10121833 |
|---|---|
| Authors | Robert C Mathews (Louisiana State University, corresponding author), Maria Vidos (Louisiana State University), Steven M Buco (Louisiana State University), Steven Buco |
| Year | 1981 |
| Volume | 104 |
| Issue | 1 |
| Pages | 13-27 |
| Publication date | 1981-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221309.1981.9921016 |
| OpenAlex | W2093564976 |
| Language | EN |
| References cited | 14 |
This study examines the effects of a word judgment task that can be performed at either the semantic or sensory level on the subsequent effectiveness of sensory, semantic, and contextual recall cues. Four experiments are reported, each contrasting the effectiveness of two cue types in university undergradutes (respective ns = 86, 96, 96, 96). The data are analyzed using both traditional and reduction method analyses. In general, the results suggest that all three types of cues are more effective following a semantic versus a sensory level task. Both traditional and reduction method analyses show a decrease in trace specificity with respect to the types of cues studied when Ss switch from a sensory to a semantic level task. Implications for current theories of cued recall are discussed
Cognitive psychology · Cue-dependent forgetting · Cued recall · Cued speech · Encoding (memory · Free recall · Linguistics · Recall · Sensory cue · Sensory system · Task (project management · TRACE (psycholinguistics) · Communication · Educational Strategies and Epistemologies · Memory Processes and Influences · Psychology · Visual and Cognitive Learning Processes
| Highly cited | No |
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