Can recall performance be cued? Can the person be told the context ?

If the person has significant difficulties with recall, performance can be cued in the following ways to determine the methods that facilitate performance. This provides additional information relevant to rehabilitation treatment.

Cued recall - following the “after task interview” of the first scene, the examiner can provide "cued recall" by telling the person the context of the scene such as morning or restaurant scene to determine if helps the person to recall additional objects. For example, “ Think of a restaurant. It might help you to remember more items” . Recall may be increased if the person encoded the information but is experiencing difficulty with retrieval. However, if the person did not encode the scene to begin with, it is unlikely that this will influence recall.

Induced encoding - If the person has poor immediate recall with the first scene, a second scene can be administered with slightly different instructions. The therapist can choose to add the "context" to the directions by stating "As you study these pictures think of ...... (a restaurant, or what you do as you get up to get ready to leave the house in the morning ...etc). This may “induce encoding” or encourage the person to study the items in a different way.

Dynamic Test-Teach-Retest version – If the person has poor immediate recall with the first scene, immediately following the after task interview, the therapist goes back to the recall scene (presses “show pictures” on the quick score summary page) and mediates performance. The person is asked a series of questions to encourage them to explain how they went about studying the items and to identify different strategies or ways to go about studying the information. Sample mediation questions are listed below. This is also considered “induced encoding”, however instead of providing the strategy, the person is encouraged to think of it on their own.

Sample Mediation Questions
Let’s think about the best way to go about remembering. What could you do to help yourself remember? Do you see any ways that the items can be grouped together or associated ? If you studied these items again, would you do anything differently ? Do the pictures belong to a theme ? The person is encouraged to use a different strategy and is given the message that “there are methods that you can use to increase your ability to remember”
Retest after mediation: A different scene is then used to determine if the strategies discussed during mediation are utilized with a different set of pictures and if they effect performance.