Investigated the role of stimulus meaningfulness (M) and response representativeness on the temporal course of stimulus recognition and response recall of verbal items. 200 university students learned to associate representative or nonrepresentative common words with high- or low-M trigram doublets. After delay intervals of 0, 2, 7, 14, or 28 days, each S was given a forced-choice stimulus-recognition test and free- and aided-recall tests for the response terms. Response representativeness produced superior recognition of the low-M stimuli, whereas high-M stimuli were recognized equally well regardless of response contexts, supporting a conceptual coding interpretation of context effects in recognition. Stimulus-recognition functions were invariant over time, whereas response recall, both free and aided, declined systematically across delay intervals. The proportions of correct recalls, given correct stimulus recognition, decreased over time, supporting a selection-encoding interpretation of the locus of response effects. (18 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved)