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In cognitive psychology, a recall test is a test of memory of mind in which participants are presented with stimuli and then, after a delay, are asked to remember as many of the stimuli as possible. [ 1 ] : 123 Memory performance can be indicated by measuring the percentage of stimuli the participant was able to recall.
The testing effect (also known as retrieval practice, active recall, practice testing, or test-enhanced learning) [1] [2] [3] suggests long-term memory is increased when part of the learning period is devoted to retrieving information from memory. [4]
There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humans [ 1 ] and animals. [ 2 ] Two main theories of the process of recall are the two-stage theory and the theory of encoding specificity .
Studies have also been done to address the best method for recalling lists of unrelated words. In contrast to free recall, another type of study is known as the serial recall paradigm, where participants are asked to recall the presented items in their correct order rather than the order that comes to mind at the time of testing, randomly.
The generation effect is typically achieved in cognitive psychology experiments by asking participants to generate words from word fragments. [2] This effect has also been demonstrated using a variety of other materials, such as when generating a word after being presented with its antonym, [3] synonym, [1] picture, [4] arithmetic problems, [2] [5] or keyword in a paragraph. [6]
This robust finding has been supported by studies of many explicit memory tasks such as free recall, recognition, cued-recall, and frequency estimation (for reviews see Crowder 1976; Greene, 1989). Researchers have offered several possible explanations of the spacing effect, and much research has been conducted that supports its impact on recall.
Specificity of processing describes the increased recall value of a stimulus when presented in the method with which it was inputted. For example, auditory stimuli (spoken words and sounds) have the highest recall value when spoken, and visual stimuli have the highest recall value when a subject is presented with images. [6]
It has the potential to improve immediate recall, but has little effect in recall in long-term memory. [2] Depending on the information that needs to be processed determines which route of recall an individual will use. For example, if the information only needs to be used temporarily, a person will use maintenance rehearsal in working memory.