Explored the possibility that differences between recall and recognition performance may be due, in part, to differences in the way information is stored. In a paired-associate learning task, in which 8 female graduate students participated, s's knowledge of how he would be tested on a particular stimulus-response pair was varied. Performance was better on recall but worse on recognition when s knew how he would be tested. Results are interpreted as support for the assertion that differences in storage processes partially account for recall-recognition performance differences. A model which postulates a distinction between short and long-term memory provided an excellent fit to the data and suggests possible storage strategies for recall and recognition. (PsycINFO Database Record (c) 2006 APA, all rights reserved)