The purposes of the present experiment were to further examine the processes underlying recall and recognition performance, and to investigate an implicit assumption of the generation-recognition model of item retrieval. The basic design was a 2 by 2 by 2 factorial, manipulating type of test (free recall, recognition), test time (2 min, unlimited), and cueing (cues, no cues). There were 40 Ss in each of the eight independent groups. Each S learned one of two equivalent lists; each list consisted of 40 words selected from eight conceptual categories. List items were blocked during input with the category names provided. Significant main effects for type of test and for cueing were obtained. Results are interpreted as providing support for a one-process theory of recall and recognition and for the generation-recognition model.