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The present experiment was carried out to examine the effects of verbal instruction of rehearsal strategy and test expectancy of final recall on immediate and final recall, in the situation of simultaneous presentation of items. Subjects' spontaneous rehearsal activities were also explored by means of a revised version of questionnaire regarding rehearsal substrategies. Ninety undergraduates participated in this experiment. The resulting data indicated performance under the associative rehearsal instruction was better than that of rote rehearsal instruction in final recall, but was not in immediate recall. In both immediate and final tests, there was no difference of performance between subjects instructed to rehearse repetitively and spontaneously. The effect of test expectancy was found in final recall, and was interpreted to be owing to frequent use of substrategies relating imagery and intra-list association from the result of questionnaire.

The effects of test expectancy and rehearsal strategies on recall in the situation of simultaneous presentation.