Abstract
High-school students recalled category names and instances after a study period and a recognition test, which was intended to serve as a kind of indirect part-set cuing. They recalled both category names and noncued instances better after the part-set cuing. The amount of such cuing (one, two, or three of the four instances studied per category) made no difference. This form of indirect part-set cuing thus seems to produce facilitation, rather than the inhibition in retrieval that is so often found to result from more direct provision of partial cues, and thus may help to establish one kind of boundary condition for that phenomenon.
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