Relationship between conditions of CRS presentation and the category of false recognition errors.
- 1 June 1972
- journal article
- Published by American Psychological Association (APA) in Journal of Experimental Psychology
- Vol. 94 (1) , 1-5
- https://doi.org/10.1037/h0032789
Abstract
Studied the effect of instructional conditions on the nature of memory errors, using a false recognition procedure. Results with 60 undergraduates indicate that intentional learning and intentional learning under distraction conditions produced more generalization errors than occurred under conditions of incidental learning. Under all conditions, more recognition errors occurred to phonetically related than to semantically related generalization stimuli. Within the semantic category, the role of associative strength was found to be critical. (PsycINFO Database Record (c) 2006 APA, all rights reserved)Keywords
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