Metacognitive Control of Learning and Remembering - New Science of Learning - page 116

Fig. 6.1 Mean final recall performance as a function of actual final test format (cued vs. free
recall) and expected test format (cued vs. free recall). Error bars represent standard error pooled
within final test format
Fig. 6.2 Mean study time allocation (seconds) for low versus high associative strength word pairs
(difference in learner medians) as a function of expected test format (cued vs. free recall) across
three study-test cycles