Abstract
The encoding specificity effect was examined in the Tulving and Thomson (1973) generation-recognition-recall paradigm. The critical comparison involved the relative effectiveness of category cues which were either the same as or different from the input encoding of an item. Additionally, an attempt was made to gain control over any bias in responding to the cues by the manipulation of instructional information about the relevance of each cue. Results showed that the probability of generating target items was slightly superior for same cues. Encoding specificity (defined as the same-different cuing effect) was demonstrated both in the recognition of generated items and in cued recall. The instructional manipulation generally tended to attenuate the same-different effect in recognition, thus, suggesting a response bias component of the effect.
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This is publication No. 46 of the Institute for the Study of Intellectual Behavior, University of Colorado, and is based on research supported by Grants GB-37077x and GB-25433 from the National Science Foundation, as well as by the second author’s U.S.P.H.S. fellowship, No. MS-8030-015, and by Grant MG-19577 from The National Institute of Mental Health. The authors would like to thank William F. Battig, who sponsors this paper and takes full editorial responsibility for its contents, and Gregory A. Kimble for their support and encouragement of this research.
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Salzberg, P.M., Pellegrino, J.W. The generation and recognition components of encoding specificity. Bull. Psychon. Soc. 4, 9–11 (1974). https://doi.org/10.3758/BF03334175
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DOI: https://doi.org/10.3758/BF03334175