Context effects in recall and recognition at various retention intervals.

This study investigated the differential effects of cuing in a number of contexts on recall and recognition at various retention intervals. Subjects were shown cue-target word pairs and were asked to recall the target words under three sets of cues, varying in relation to the original cue. All 80 subjects completed a recognition task following the final recall task. Results suggest type of cuing does not have differential effects on recall and recognition; both recall and recognition are hindered by cuing in a number of different contexts, and the ability to recall improves over time, cuing, and exposure to the list.