Congruency, Scoring Method, and Encoding Specificity in Cued Recall
Bibliographic Data
| ID | 10123145 |
|---|---|
| Authors | Marianne K Wohl (Tula University, corresponding author), Chizuko Izawa (Tula University) |
| Year | 1980 |
| Volume | 102 |
| Issue | 1 |
| Pages | 13-26 |
| Publication date | 1980-01-01 |
| Peer Reviewed | Yes |
| 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 | 10.1080/00221309.1980.9920959 |
| OpenAlex | W2105785615 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
With the use of the congruity dimension as defined by association values (semantic similarity), encoding specificity was examined in cued recall situations. One hundred twenty-eight undergraduates of both sexes learned 24 target words in an experiment run under a 2 × 2 × 2 factorial design, with two input and two output variations (congruous vs. incongruous, respectively) and two retention intervals (0- vs. 30-minute retention intervals). Congruity generated significant effects as both input and output variables, which interacted further significandy. Recall was better when cues remained the same than when they were switched from input to output. In the switched conditions, however, performance levels were higher when output cues were congruous than when incongruous. Observed encoding specificity was more likely to be supported with lenient scoring than with strict scoring. Significant forgetting occurred during the 30-minute retention intervals. The encoding specificity principle alone could not account for all aspects of the data, thus requiring some modifications
Cognitive psychology · Cued recall · Cued speech · Developmental psychology · Dimension (graph theory · Encoding (memory · Encoding specificity principle · Forgetting · Free recall · Motivated forgetting · Recall · Intelligent Tutoring Systems and Adaptive Learning · Mathematics · Memory Processes and Influences · Psychology · Social Psychology · Visual and Cognitive Learning Processes
Encoding specificity and retrieval processes in episodic memory.
Recognition and retrieval processes in free recall.
Levels of processing
Theoretical and Empirical Performance Differences Between Anticipation and Study-Test Methods
Discrete Normative Associations of Selected Words
Toward a Comprehensive Theory of Variable Performance Differences and Differential Spaced Practice Effects Between Anticipation and Study-Test Methods
Verbal Discrimination Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,02 |
| Citation span | 1981 - 1981 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |