Unmeasured factors such as reluctance to seem slow, over-certainty, and persistence in recalling complicate time-based memory measures¶

Claim · All claims
Evidence · 1 study · associational r1 · q1
Currency · newest study 1913 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The author attributes variation in learning and recall times to factors the figures fail to show, including desire not to seem slow, over-certainty of having learned, and persistence in trying to recall. → Myers 1913

Evidence¶

Myers 1913¶

Myers, G. C. (1913). Some correlations between learning and recall. Communications and Discussions. https://www.google.com/search?q=%22Some+correlations+between+learning+and+recall%22+Myers

q1 · i? · associational · r1

Author's interpretation (type e) offered without data or test in the discussion of the 50-girl study; the article presents no evidence for these factors beyond the observed exceptions it lists.

"The variations in the learning and recall times are each dependent upon some factors which the figures fail to show, such as the desire not to seem too slow in both processes; the tendency of some to be over-certain of their having ;learned the list"

Discussion¶

Related Claims¶

• Learning time and recall time are negatively correlated (r = -.380) in individual serial learning of words and figures — related
• L2 learners report higher certainty for meaning recognition than for meaning recall or form recognition of newly encountered words — related
• Earlier studies reported that quicker recall accompanied better memory results, but with little supporting evidence — related