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An earlier study of prose recall (Cornish, 1978) was extended to look at the effects of giving subjects different recall instructions; these were ‘normal’, or emphasized accuracy or quantity of recall. Instructional differences affected the non-verbatim and intrusive recall components, but not verbatim recall. Previous results were therefore unlikely to have been influenced by instructional ambiguities. Together, the two studies go some way towards separating the effects of acquisition and recall processes in reproduced prose material.