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Recall versus recognition: a methodological note.

Journal of Experimental Psychology. Learning, Memory, and Cognition

|April 1, 1983

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Investigating memory, researchers compared recognition and recall. Findings suggest that changing distractors in recognition tests can alter performance, questioning the generalizability of memory research.

Area of Science:

Cognitive Psychology
Memory Research

Background:

Previous studies compared recognition and cued recall performance.
Indirect comparisons involved analyzing recognition and recall with varying target materials (e.g., high- and low-frequency words).
Research also explored recognition performance across different material types (words, pictures).

Purpose of the Study:

To highlight a neglected factor influencing recognition test outcomes.
To question the broad applicability and theoretical implications of existing memory research findings.

Main Methods:

Review and synthesis of existing memory research comparing recognition and recall.
Analysis of how target material characteristics affect recognition and recall performance.

Related Experiment Videos

Main Results:

Performance on recognition tests is susceptible to manipulation.
Altering the characteristics of distractors significantly impacts recognition test outcomes.

Conclusions:

The ease of manipulating recognition performance by changing distractors casts doubt on the generalizability of findings.
Theoretical implications drawn from recognition studies may be less robust than previously assumed.