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A small number of studies have examined changes in recall of remember- and forget-cued items across multiple tests (e.g., Goernert, Widner, & Otani, 2007). Changes in recall across multiple tests is typically studied within the context of the hypermnesia paradigm. Hypermnesia is defined as the increase in item recall across repeated testing without relearning or re-exposure to the items (e.g., Roediger & Payne, 1982). In the typical hypermnesia study, lists of items are presented at study and later recalled across 2 or 3 consecutive tests. Hypermnesia has since been demonstrated with words (Payne, Hembrooke & Anastasi, 1993), poetry (Ballard, 1913), pictures (e.g., Goernert, Corenblum & Corenblum, 2024; Experiment 1; Erdelyi & Becker, 1974; Dragone et al., 1980), Socratic stimuli (Erdelyi, Buschke, & Finkelstein, 1977; Kazén & Solís-Macías, 2016), and has been examined by varying (for example) the influence of retrieval interval lengths (Wallner & Bäuml, 2018) or the nature of the recall task (free, forced or cued recall, Payne, Hembrooke & Anastasi, 1993; Wallner & Bäuml, 2018).