Abstract
Thirty-two students took a retention test eight months after completing an educational psychology course. Their ability to recognize definitions of concepts was compared to their ability to recognize new instances of the same concepts. No differences were found and retention of both abilities was about 60%. Two subgroups showed different patterns of results. One subgroup appeared to use their memory for instances in recognizing definitions and new instances. The significance of the procedure of equating for content while varying the outcome measured is discussed.
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