a subject is asked to recall a stimulus (with no cues).

Free recall

a subject is given retrieval cues to aid in recall.

Cued recall

A measure of short-term memory. It is the number of digits someone can remember

digit span

A measure of short-term memory that measures how much information someone can retain from a briefly displayed stimuli (often simpler stimuli than other methods). Participants are asked whether a change occurred after a brief delay from the original stimuli.

Change detection

Comparing how memories are recalled well after the events and how they were called immediately after. A technique often used to study flashbulb memories.

Repeated recall

- Free recall
- Cued recall
- Change detection
- Digit span
- Repeated recall

University of Michigan - Ann Arbor

After being exposed to a stimuli, subjects are asked to report back what they observed.

Recall

Goldstein, E. B. (2014). Cognitive psychology: Connecting mind, research and everyday experience. Nelson Education.


Cognitive psychology: Connecting mind, research and everyday experience

A curve that displays how well respondents recall words depending on how long ago they were displayed.

Serial position curve 

Long-term recall is improved when studying is broken up into many short sessions rather than long concentrated ones (memory consolidation is improved). 

Spacing effect

Participants are presented with pairs of words (house-car, person-hat). Later they are given one of the words and asked to recall the word that was paired with it.

Paired-associate learning

- "Comparing effects of different writing activities on reading comprehension: A meta-analysis"
- "Sources of variance in reading comprehension research: The role of measures and interventions"
- "Understanding the cognitive processes involved in writing to learn" 
- "Trends in research on writing as a learning activity"
- "A comparison of techniques for measuring sensemaking and learning within participant‐generated summaries"

Literature on the Effects of Writing on Reading Comprehension Recall

The ability to recall information from short-term memory can be influenced by the nature of the stimuli. Generally, recall is more accurate for random numbers compared to random letters. Furthermore, information processed through hearing (acoustic encoding) tends to be recalled slightly better than information processed through sight (visual encoding).

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