153 college students, given a 20-word spelling test, followed by a recall and then a recognition test of the words, did significantly better on the recognition test than on recall—even though the interval between learning and recognition was greater than the interval between learning and recall. 93 females scored somewhat higher on the recall test than did 60 males. No sex differences were apparent on the recognition test. Recall scores were positively and significantly correlated with recognition scores. Such correlational results argue against models in which recall and recognition are characterized as qualitatively distinct processes.
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