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Related Experiment Video

Updated: Apr 5, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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Recall is not necessary for verbal sequence learning.

Kristjan Kalm1, Dennis Norris2

  • 1MRC Cognition and Brain Sciences Unit, 15 Chaucer Road, Cambridge, CB2 7EF, UK. kristjan.kalm@mrc-cbu.cam.ac.uk.

Memory & Cognition
|August 21, 2015
PubMed
Summary
This summary is machine-generated.

Overt recall does not accelerate verbal sequence learning. Spoken recall, however, mediates error learning and reinforces existing representations, influencing stimulus identification.

Keywords:
RecallSequence learningShort-term memory

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning Sciences

Background:

  • Previous research suggests overt recall is crucial for verbal sequence learning.
  • Studies proposed recall is necessary or significantly contributes to learning.

Purpose of the Study:

  • To investigate if overt recall accelerates verbal sequence learning.
  • To determine the role of spoken recall in learning auditory-verbal sequences.

Main Methods:

  • Participants learned overlapping auditory-verbal sequences.
  • The study measured spoken recall and its relationship to learning and interference.

Main Results:

  • The amount of spoken recall did not predict or necessitate learning.
  • Spoken recall mediated error learning and influenced stimulus identification.
  • Learning appears driven by phonological representations, not motor responses.

Conclusions:

  • Overt recall is not essential for verbal sequence learning.
  • Spoken recall reinforces existing representations, impacting learning perception.
  • Auditory-verbal sequence learning relies on phonological, not motor, encoding.