The Influence of Self-Generation of Retrieval Cues during Learning or Recall of a Text
Bibliographic Data
| ID | 10123327 |
|---|---|
| Authors | Gerrit Van Dam (Utrecht University, corresponding author), Michèle Brinkerink-Carlier (Utrecht University) |
| Year | 1988 |
| Volume | 115 |
| Issue | 2 |
| Pages | 151-159 |
| Publication date | 1988-04-01 |
| 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 | 10.1080/00221309.1988.9711098 |
| OpenAlex | W2015550122 |
| Language | EN |
| Citations received | 2 |
| References cited | 7 |
When subjects studying a coordinately structured expository text were induced to formulate retrieval cues regarding the distinct paragraphs, access to those paragraphs during later recall appeared to be facilitated. Furthermore, explicit reproduction of the formulated cues at the onset of recall additionally enhanced access to the paragraphs (Experiment 1). Reproduction of retrieval cues at the onset of recall facilitated access to the paragraphs even if inspection of the generated cues was not allowed during subsequent recall (Experiment 2). The results of Experiment 3 showed that the strategy of explicit formulation of retrieval cues by the subjects did not facilitate access to the paragraphs if the text comprised a narrative plot structure. Apparently, potential retrieval cues had been integrated within the originally generated macrostructure during learning
Biology · Cognitive psychology · Cue-dependent forgetting · Free recall · Linguistics · Narrative · Natural language processing · Precision and recall · Recall · Recall test · Reproduction · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes
| Citations per year | 0.05 |
|---|---|
| Citation span | 1989 - 1991 (3) |
| Highly cited | No |