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The purpose of this study was to explore the influences of the encoding instructions on retrieval processes in recall and recognition memory. A set of materials used consisted of low intralist similarity items in Experiment 1 (60 undergraduates), and high intralist similarity items in Experiment 2 (60 undergraduates). In both experiments, one of three retrieval tests was given to the subjects: recall, recognition, or cued recall test. Four types of encoding instruction were crossed with three types of retrieval test. The results showed that subjects performed at the greatest level when the encoding instruction and the retrieval test were compatible, and that cued recall performance was similar to recognition performance regardless of intralist similarity. It was suggested that the results were explained better in relation to the episodic theory and retrieval attributes in recall and recognition—ratherlthan the two-stage theory of recall.

Influences of the encoding instructions on retrieval processes in recall and recognition memory