Test Appropriate Strategies in Retention of Categorized Lists 1 LARRY

Four categorized lists were presented for a single study and test trial. Form of retention test (recognition, cued recall, or free recall) for Lists 1-3 was factorially combined with that of List 4. Learning to learn was evident only for cued recall and improvement in that condition was primarily due to an increase in the number of items per category recalled. Effects in Test 4 performance provided evidence that study strategy depended on the form of test anticipated. Subjects anticipating a cued recall test apparently spent less time studying category names and more time on the study of category instances than did subjects preparing for free recall. Implications of test-appropriate study strategies for theories of memory are considered.