Intentionality versus Induced Processing in the Recall of Text

By requiring a search of the surrounding text in order to complete gaps in a passage, pupils in two primary six classes were induced to learn the information in the text. Neither class received warning of subsequent recall testing but one class was given both a short (IS minute) and a longer (two day) delay test, the other class receiving only the longer delay test. Two further classes studied a complete version of the text. One of these classes was forewarned of the short delay test and took both it and the longer delay test. The other class was warned of the longer delay test and experienced this test only. Contrary to the prevailing evidence, recall (both shortand longer‐term) of the information (factual and abstract) proved superior in both the intentional (forewarned) conditions. Experiencing an unannounced short‐term test also appeared to improve longer‐term recall.