Item-Specific and Interitem Elaboration in Recall and Recognition

摘要

This experiment explored the role of different types of elaboration in recall and recognition. Recall benefitted most from interitem elaboration, whereas recognition benefitted most from item-specific elaboration. Moreover, intentional learning instructions increased recall, but had no effect on recognition. These results suggest that recall requires more extensive elaboration than recognition. This information will be of use in creating elaborative learning strategies which produce the highest performance for a particular type of retention. For example, when recall of a connected body of information is required, as in tactical battlefield conditions, performance should be enhanced by using learning strategies that emphasize relationships among the various pieces of this information. On the other hand, when recognition of a specific piece of information is needed, as when consulting a reference manual for vehicle maintenance, performance should be facilitated by using techniques which encourage relating this information to previously learned information.