Abstract
This study compared three commonly used methods of measuring recognition memory (single-item, embedded-item, and multiple-choice tests) under conditions in which the targets and distractors were the same for all tests. The multiple-choice test resulted in higher recognitions and lower false recognitions than the other two tests. High academic achievers had higher recognition scores than low achievers on all tests, but the interaction between achievement level and type of test showed the high achievers to have lower false recognitions only under the multiple-choice test. Significant correlations between word assessment characteristics of the targets (associative frequency, associative reaction time, and pronunciability) and recognition scores were discussed in the context of corresponding correlations with free recall.
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This research was supported in part by a grant-in-aid and research fellowship from the Research Foundation of the State University of New York to the first author.
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Ley, R., Karker, J. A comparison of three methods of measuring recognition memory in high and low academic achievers. Bull. Psychon. Soc. 19, 11–14 (1982). https://doi.org/10.3758/BF03330026
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DOI: https://doi.org/10.3758/BF03330026