Answer to Question 1
In recall, you produce a fact, a word, or other item from memory. Fill-in-the-blank and most essay tests require that you recall items from memory. For example, suppose you want to measure people's memory for late-night talk show hosts. You could ask people to name a television host. In recognition, you select or identify an item as being one that you have been exposed to previously. Multiple choice and true-false tests involve recognition.
Answer to Question 2
Two other variables have been added: the way people process (elaborate) the encoding of an item (e.g., phonological or semantic), and the way the item is retrieved later on. The better the match between the type of elaboration of the encoding and the type of task required for retrieval, the better the retrieval results.
Furthermore, there appear to be two kinds of strategies for elaborating the encoding. The first is within-item elaboration. It elaborates encoding of the particular item (e.g., a word or other fact) in terms of its characteristics, including the various levels of processing. The second kind of strategy is between-item elaboration. It elaborates encoding by relating each item's features (again, at various levels) to the features of items already in memory. Thus, suppose you wanted to be sure to remember something in particular. You could elaborate it at various levels for each of the two strategies.
Audiometry. The child in this photograph is undergoing a hearing test with an audiologist.
Treadmill ¬exercise stress test.
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The Turing Test
The Ames test, which screens compounds for potential mutagenicity