Cued vs. free recall in long-term memory of the fifty united states

Reffel, James A.

doi:10.1007/s12144-997-1004-1

Cited by 5 publications

(1 citation statement)

References 15 publications

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“…Participants were also asked to recall how the person became infected. We utilized this free recall rather than a ''standardized'' recall, as it has been found that free recall allows participants to recall information as they have encoded it and not restrict their recall by imposing an external structure (Mandler 1967;Reffel 1997).…”

Section: Methodsmentioning

confidence: 99%

If a picture is worth a thousand words is video worth a million? Differences in affective and cognitive processing of video and text cases

et al. 2011

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In this investigation we assessed whether different formats of media (video, text, and video ? text) influenced participants' engagement, cognitive processing and recall of non-fiction cases of people diagnosed with HIV/AIDS. For each of the cases used in the study, we designed three informationally-equivalent versions: video, text, and video ? text. Thirty participants experienced one version in each format, thought aloud as they read or viewed the case, discussed their reactions to the stories during an interview, and completed an affective and engagement survey. Participants were again interviewed 6 weeks later to assess their memory for the cases. Results from protocol analysis indicate that the video and video ? text versions of the stories led to higher levels of both engagement and sympathy with the characters, and recall of particular information; however, interactions between medium and content were important. We argue the main benefit of video lies in engaging students emotionally in the content.

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Section: Methodsmentioning

confidence: 99%