A list of 28 unrelated words was presented with or without associated input cues on a single trial and tested for free and cued recall. Accessibility of the cues was manipulated by having subjects learn none, half, or all of the cues prior to presentation of the word list. Relative to uncued-input control groups the none-cues condition produced poorer free recall and the all-cues condition exhibited enhanced free recall. Furthermore, the half-cues conditions showed a diminished reduction in free recall compared to the none-cues group, free recall comprising primarily those words whose corresponding cues had been prelearned. These results demonstrate the subjects' covert use of input cues during free recall and indicate that the reduction in free recall with cued input is due to reduced accessibility of experimenter-provided input cues compared to cues generated by the subjects.Verbal cues have been shown to enhance recall performance when presented at input along with the to-be-remembered (TBR) words in a list of unrelated words and provided as retrieval cues at output. This facilitation in recall is obtained relative to conditions with no input and output cues as well as conditions where cues are presented at input only and not at output (e.g., Thomson & Tulving, 1970;Tulving & Osier, 1968). The recall enhancement produced by the retrieval cues appears particularly pronounced when compared with cues only at input, which typically reduce free-recall performance relative to standard conditions, in which no cues are employed at input or output (e.g., Freund & Underwood, 1970;Thomson & Tulving, 1970;Tulving & Osier, 1968).It is clear that input cues provided during the recall test are utilized by the subjects to
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