Please use this identifier to cite or link to this item: http://hdl.handle.net/10071/26507
Author(s): Garrido, M. V.
Garcia-Marques, L.
Hamilton, D.
Date: 2012
Title: Enhancing the comparability between part-list cueing and collaborative recall
Journal title: Experimental Psychology
Volume: 59
Number: 4
Pages: 199 - 205
Reference: Garrido, M. V., Garcia-Marques, L., & Hamilton, D. (2012). Enhancing the comparability between part-list cueing and collaborative recall. Experimental Psychology, 59(4), 199-205. http://dx.doi.org/10.1027/1618-3169/a000144
ISSN: 1618-3169
DOI (Digital Object Identifier): 10.1027/1618-3169/a000144
Keywords: Part-list cueing
Gradual-list cueing
Collaborative inhibition
Person-memory
Abstract: The effects of part-list cueing and of collaborative recall in memory performance have been recently addressed as parallel phenomena. Notably they both impair recall (and boost frequency estimates) and they have been explained by the same underlying mechanisms. However the comparability between the two paradigms is hindered by a number of procedural differences. The main contribution of this paper is the introduction of a new paradigm that makes standard part-list cueing and collaborative recall more comparable. In our study we compared free recall and frequency estimates of participants in a non-cueing condition with the same performance in a standard partlist cueing condition and in a condition in which part-list cues were gradually presented during recall (as it occurs in collaborative recall). Results indicate that the effects of part-list cueing continued to be reliable in both cueing conditions. Namely, recall was impaired and frequency estimates were boosted relatively to a non-cueing condition. The results obtained with this new method that enhances the direct comparability of the two paradigms, provides further evidence for the parallel between the two effects.
Peerreviewed: yes
Access type: Open Access
Appears in Collections:CIS-RI - Artigos em revistas científicas internacionais com arbitragem científica

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