Retrieval strategies with descriptions and examples adapted from Vredeveldt et al. (2019), including mean (M), standard deviation (SD), and the minimum (min) and maximum (max) number of strategies per collaborative interview
| Strategy | Description and example | M | SD | Min | Max | % of total |
|---|---|---|---|---|---|---|
| Successful cue | Cuing attempt (e.g. “What was he wearing?”) that is followed by retrieval of information by the partner (e.g. “Jeans”) | 8.00 | 5.87 | 3 | 18 | 4.3 |
| Failed cue | Cuing attempt (e.g. “What was he wearing?”) that is not followed by retrieval of information by the partner (e.g. “I don’t remember”) | 2.40 | 1.52 | 1 | 4 | 1.3 |
| Acknowledgement | Indicating support for a partner’s statement, such as “Yes”’, “‘Yeah”’, “Hm hm” or “That’s right” | 93.60 | 71.79 | 23 | 213 | 46.2 |
| Correction | Correcting a partner’s statement (e.g. “No, it was yellow”), or questioning its accuracy (e.g. “That’s not right”) | 4.60 | 3.58 | 2 | 9 | 2.5 |
| Elaboration | Building on a partner’s statement by providing additional information | 59.00 | 36.85 | 22 | 118 | 31.7 |
| Explanation | Explaining one’s own statement to the partner (e.g. “He was the same height as me”) | 2.60 | 1.52 | 1 | 5 | 1.6 |
| Repetition | Repeating a partner’s statement verbatim | 13.40 | 13.35 | 2 | 34 | 6.0 |
| Restatement | Reformulating a partner’s statement without changing the content (e.g. rephrasing “her gun” to “her weapon”) | 6.40 | 4.39 | 1 | 12 | 3.4 |
| Renewed remembering | Indicating that a partner’s statement triggers a memory (e.g. “Now I remember it again” or “Oh right!”) | 0.60 | 0.55 | 0 | 1 | 0.3 |
| Positive references to relationship | Positive statement about the partner’s or the pair’s ability (e.g. “Well done’ or ‘We are a good team”) | 0.00 | 0.00 | 0 | 0 | 0.0 |
| Negative references to relationship | Negative statement about the partner’s or the pair’s ability (e.g. “I can’t believe you don’t remember that”) | 0.20 | 0.45 | 0 | 1 | 0.1 |
| Role division or nomination of expert | Dividing or organizing the retrieval task (e.g. “I’ll start” or “You know more about this than I do”) | 1.40 | 1.14 | 0 | 3 | 0.9 |
| Checking accuracy | Checking with the partner whether particular details are correct (e.g. “It was black, right?”) | 2.80 | 1.64 | 1 | 5 | 1.6 |
| Total | 195.00 | 136.19 | 58 | 420 | 100 |
| Strategy | Description and example | M | SD | Min | Max | % of total |
|---|---|---|---|---|---|---|
| Successful cue | Cuing attempt (e.g. “What was he wearing?”) that is followed by retrieval of information by the partner (e.g. “Jeans”) | 8.00 | 5.87 | 3 | 18 | 4.3 |
| Failed cue | Cuing attempt (e.g. “What was he wearing?”) that is not followed by retrieval of information by the partner (e.g. “I don’t remember”) | 2.40 | 1.52 | 1 | 4 | 1.3 |
| Acknowledgement | Indicating support for a partner’s statement, such as “Yes”’, “‘Yeah”’, “Hm hm” or “That’s right” | 93.60 | 71.79 | 23 | 213 | 46.2 |
| Correction | Correcting a partner’s statement (e.g. “No, it was yellow”), or questioning its accuracy (e.g. “That’s not right”) | 4.60 | 3.58 | 2 | 9 | 2.5 |
| Elaboration | Building on a partner’s statement by providing additional information | 59.00 | 36.85 | 22 | 118 | 31.7 |
| Explanation | Explaining one’s own statement to the partner (e.g. “He was the same height as me”) | 2.60 | 1.52 | 1 | 5 | 1.6 |
| Repetition | Repeating a partner’s statement verbatim | 13.40 | 13.35 | 2 | 34 | 6.0 |
| Restatement | Reformulating a partner’s statement without changing the content (e.g. rephrasing “her gun” to “her weapon”) | 6.40 | 4.39 | 1 | 12 | 3.4 |
| Renewed remembering | Indicating that a partner’s statement triggers a memory (e.g. “Now I remember it again” or “Oh right!”) | 0.60 | 0.55 | 0 | 1 | 0.3 |
| Positive references to relationship | Positive statement about the partner’s or the pair’s ability (e.g. “Well done’ or ‘We are a good team”) | 0.00 | 0.00 | 0 | 0 | 0.0 |
| Negative references to relationship | Negative statement about the partner’s or the pair’s ability (e.g. “I can’t believe you don’t remember that”) | 0.20 | 0.45 | 0 | 1 | 0.1 |
| Role division or nomination of expert | Dividing or organizing the retrieval task (e.g. “I’ll start” or “You know more about this than I do”) | 1.40 | 1.14 | 0 | 3 | 0.9 |
| Checking accuracy | Checking with the partner whether particular details are correct (e.g. “It was black, right?”) | 2.80 | 1.64 | 1 | 5 | 1.6 |
| Total | 195.00 | 136.19 | 58 | 420 | 100 |