Abstract
The purpose of the present study was to examine the influences of differences in learning procedure (intentional or incidental) and type of associated item (category name or adjective) on recall and recognition. It was hypothesized that regardless of the intention to memorize, (a) when category names are presented, since they would increase the possibility that concepts close to the to-be-memorized items would appear, false recall and recognition rate of non-presented items would increase, (b) when adjectives are presented, since they would restrict the concept of the to-be-memorized item, false recall and recognition rate of non-presented items would decrease. Results indicated that under the incidental learning condition, a tendency in support of the hypothesis was found only in recognition. On the other hand, under the intentional learning condition, although it was not statistically significant, a tendency in support of the hypothesis was found in recall and recognition.
