Abstract
Recognition of individual items after one, two, or four study trials on paired right (R) and wrong (W) items was contrasted for subjects expecting a standard paired R-W item test and subjects expecting an individual item test. Expecting to be tested on individual items resulted in less disparity between R and W items in terms of their recognizability as prior study, or old, items and in more false recognitions of W items as having functioned as prior R items. Informing subjects about the precise nature of their individual item test presumably diminishes the distinction between R and W items as nominally relevant and irrelevant sources of informational input, respectively.
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This study was supported in part by National Science Foundation Grant BMS75-05007 awarded to the rust author.
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Kausler, D.H., Dalezman, R.E. Instructions and processing of right vs. wrong items in multiple-item recognition learning. Bull. Psychon. Soc. 10, 301–303 (1977). https://doi.org/10.3758/BF03329342
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DOI: https://doi.org/10.3758/BF03329342