Differential effects of study and test trials on long-term recognition and recall

Abstract

Forty words were given to Ss in Experiment I either for three study trials followed by a recall or recognition test, or for one study trial followed by three recall or recognition tests. Forty-eight hours later a free-recall test and a recognition test were administered to all Ss. Training conditions with greater item exposure (study and recognition trials) resulted in more effective recognition, while the conditions which encouraged retrieval (recall and recognition test trials) facilitated recall. In Experiment II first-day training consisted either of four study trials, or of one study trial followed by three recall tests. Long-term retention was significantly better in the former condition when measured by recognition, but better in the latter when measured by free recall. The data were discussed with reference to the two-stage theory of recall.