Date of Award

Fall 12-2017

Author's School

Graduate School of Arts and Sciences

Author's Department

Psychology

Degree Name

Master of Arts (AM/MA)

Degree Type

Thesis

Abstract

Increasing the power of retrieval cues typically enhances recall and recognition. Is this driven by remembering, knowing, or both? The current study used the remember/know paradigm in different recall tasks that manipulated the power of retrieval cues. In the first two experiments, participants studied words in a semantic or phonetic context, and were tested in one of these contexts, resulting in two match and two mismatch conditions. Participants recalled more in the match conditions, and this was driven by remembering. In the third experiment, participants studied multiple word lists and were tested immediately after each list with varying number of letter cues. Participants recalled more as the strength of the lexical cues increased, and this was driven by knowing. These findings suggest that successful retrieval can be achieved through either remembering or knowing, supporting the functional independence of these two subjective states of awareness.

Language

English (en)

Chair and Committee

Henry L. Roediger, III

Committee Members

Kathleen McDermott, Andrew Butler

Comments

Permanent URL: https://doi.org/10.7936/K7MK6C9J

Download

Share

COinS