Learning of stimulus sequences is considered as a characteristic feature of episodic memory since it contains not only a particular item but also the experience of preceding and following events. In sensorimotor tasks resembling navigational performance, the serial order of objects is intimately

Social and Decision Sciences. I am indebted to an anonymous figure skating fan, two

Three experiments used a combination list-discrimination and position-judgment task to investigate the role of contextual factors in incidental memory for serial position. In Experiment I, two temporally denned lists were presented; in Experiments II and III, there were four and three lists

this article we analyze the recency effect in free recall, focusing on the details of retrieval under various distractor conditions

Contrasting predictions of the dual-route and parallel distributed processing models of word recognition were tested in two experiments that investigated the relationship between position of irregularity and plosivity of initial phoneme. In a naming task (Experiment 1), words irregular at the first

Relationship between practice and serial position effects was investigated, in order to obtain more evidence for underlying short-term memory processes. The investigated relationship is termed the dynamics of serial position change. To address this issue, the present study investigated mean latency

Twenty-five boys with P-dyslexia, 23 with L-dyslexia, and 26 boys without reading disabilities were ad-ministered the Digit Span (Forward and Backward) and the Dutch version of the Rey Auditory-Verbal Learning Test. Compared to normal boys, dyslexic boys exhibited reduced scores on Digits Backward and recalled fewer words during the five learning trials. Nonlinear modeling of the data for the five learning trials revealed that dyslexic boys showed smaller learning parameters than did normal boys and that L-dyslexic boys exhibited more loss of information during learning than did P-dyslexic boys. In dyslexic boys, the word-list primacy effect was strongly reduced. In normal boys, but not in dyslexic boys, Digits Backward correlated moderately with the primacy measure. The results suggest that reduced word-list learning in dyslexics is a consequence of a temporal ordering deficit rather than a rehearsal deficit. Children with dyslexia tend to show deficits across a variety of verbal memory measures. Many studies, including our own, have demon-strated impaired performances on memory span and auditory verbal learning tasks (e.g., Levin,

Using words of known selection values arranged in completely counterbalanced order it was possible to show that over-ranking tends to occur at both terminal points of a series of rankings. The presence of other unforeseen "ranking errors " was noted, suggest-ing that errors arising out of ranking procedures may be more complex than hitherto suspected. ALTHOUGH many authors have cautioned against biases which may arise when a ranking procedure is required (e.g., Anastasi,

The effects of serial position at study on implicit and explicit tests of memory were investigated. Both primacy and recency effects were observed in implicit tests of word-stem completion. These effects, however, were transient. No serial position effects were found in the second half of testing

Abstract Whenever competing options are considered in sequence, their evaluations may be affected by order of appearance. Such serial position effects would threaten the fairness of competitions using jury evaluations. Randomization cannot reduce potential order effects, but it does give