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Abstract
Thirty-two students took a retention test eight months after completing an educational psychology course. Their ability to recognize definitions of concepts was compared to their ability to recognize new instances of the same concepts. No differences were found and retention of both abilities was about 60%. Two subgroups showed different patterns of results. One subgroup appeared to use their memory for instances in recognizing definitions and new instances. The significance of the procedure of equating for content while varying the outcome measured is discussed.
Notes
1. Requests for reprints should be sent to the first author at the Department of Educational Psychology, University of Georgia, Athens, GA 30602. The authors appreciate the comments Abraham Tesser made on an earlier draft of this article. Portions of this study were conducted while the fust author was supported by an NSF Postdoctoral Fellowship at Carnegie-Mellon University.