Two experiments were conducted in an effort to demonstrate hypermnesia
in recognition. College students processed either a related or unrela
ted list of 100 nouns using either a relational processing, item-speci
fic processing, or intentional learning strategy. Three recognition te
sts (yes-no tests in Experiment 1 and forced-choice tests in Experimen
t 2) were administered. Recognition performance did not improve over t
he repeated tests. It was concluded that hypermnesia does not occur in
recognition even when processing strategy produces a significant effe
ct.