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Item and associative recognition with precuing and postcuing.

Bennet Murdock1, Matthew Duncan

  • 1Department of Psychology, University of Toronto, Ontario, Canada. murdock@psych.utoronto.ca

Journal of Experimental Psychology. Learning, Memory, and Cognition
|April 17, 2003
PubMed
Summary

This study investigated how precuing and postcuing affect paired-associate recognition. Results showed no significant differences between precued and postcued conditions, supporting memory theory predictions.

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Area of Science:

  • Cognitive Psychology
  • Memory Research

Background:

  • Previous research by Duncan & Murdock (2000) found cuing effects in item recognition but not serial recall.
  • The methodology of precuing and postcuing involves providing recall test instructions before or after item presentation.

Purpose of the Study:

  • To extend the precuing and postcuing methodology to paired-associate learning.
  • To test predictions of the TODAM2 (a theory of distributed associative memory) model regarding cuing effects in paired-associate recognition.

Main Methods:

  • Two experiments were conducted using short lists of paired associates.
  • Recognition tests included single-item, old-new, or intact-rearranged pair formats.
  • Test type (precued or postcued) and presentation rate (fast or slow) were manipulated.

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Main Results:

  • Recognition data were virtually identical across precued and postcued conditions.
  • Presentation rate did not interact with cuing conditions to affect recognition.
  • Findings align with TODAM2 predictions of minimal cuing effects.

Conclusions:

  • Cuing (precued vs. postcued) does not significantly impact paired-associate recognition.
  • The results support theoretical models of associative memory that do not rely on specific cuing strategies.
  • Memory performance in paired-associate tasks is robust to variations in test instruction timing.