Serial Position Effect

Experiment number: 2
Date: 23/08/23
Experimenter: BBS
Subject: SM
Introduction:
Memory is the capacity to store and retrieve information as needed. It encompasses three general
types-
1. Sensory memory- Sensory memory retains sensory input even after the initial stimulus
has ceased and this retention is typically brief. Sensory memory comprises three
categories: iconic (visual stimuli), echoic (auditory input), and haptic (touch sensations).
2. Short-term memory- enables the temporary recall of specific information for a limited
duration. It lasts longer than sensory memory but is less permanent than long-term
memory. Also known as primary or active memory, short-term memory can maintain
information for roughly 30 seconds.
3. Long-term memory- Long-term memory is capable of preserving information over
extended periods, with no known capacity limit. It can be further categorized into explicit
(declarative) and implicit (non-declarative) long-term memory.
Serial Position Effect - The serial position effect is a psychological phenomenon where people
tend to remember the first and last items in a list better than those in the middle. This effect is
considered a type of cognitive bias, encompassing both the primacy effect and the recency effect.
The primacy effect refers to the inclination to remember and assign more significance to the
items positioned at the beginning of a list. This is believed to occur because there is more time
available for rehearsal between the presentation of the list and the need to recall the information.
Supporting this theory, evidence suggests that the primacy effect diminishes when the list is
longer or when it is presented rapidly, making it challenging to rehearse the initial items.
On the other hand, the recency effect, which contrasts with the primacy effect, is the tendency to
recall the items at the end of a list. This effect is thought to result from the more recent items still
being held in short-term or working memory, which typically has a duration of about 30 seconds.
When individuals are given a distracting task between presenting the list and recalling it, the
recency effect diminishes, providing further support for this explanation.
The term "serial position effect" is attributed to the German psychologist Hermann Ebbinghaus.
Ebbinghaus made significant contributions to the field of memory through extensive research.
He is credited with identifying both the primacy and recency effects, along with various other
memory-related patterns. Ebbinghaus conducted experiments to gauge the memory capabilities
of both himself and others, primarily by examining their ability to remember lists of items.
Memory Strategies- Memory strategies encompass a wide array of techniques specifically
devised to enhance one's ability to remember information. These techniques span from everyday
external tools, like utilizing a planner, to internal memory strategies, such as employing
mnemonic devices, all aimed at facilitating the storage and retrieval of data from long-term
memory.
External memory strategies involve using external aids or tools to assist in memory tasks. These
strategies rely on external cues and organization methods to facilitate memory such as note
taking, lists and checklists, planners, reminders or alarms and visual aids.
Internal memory strategies involve mental processes and techniques to improve memory without
relying on external aids. These strategies are often used to enhance encoding and retrieval like
chunking, mnemonic devices, repetition and self testing.
Effective memory often involves a combination of both external and internal memory strategies,
tailored to individual preferences and the nature of the information being learned or remembered.
Aim: To demonstrate that accuracy of recall is based on the postion of the word in a list.
Problem: To study the serial position effect on recall.
Hypothesis: Recall is higher for words in the beginning of the list (Primacy effect) and at the
end of the list (Recency effect).
Variables:
Independent variable: The position of each word in the list.
Dependent Variable: Recall of words at different positions.
Confounding variables:
1. Rate of presentation
2. Length of words
3. Familiarity of the words
4. distractions
Controls:
1. The rate of presentation is held constant at two seconds per word.
2. All words in the list are common English words of equal difficulty.
3. All the words have the same number of syllables.
Design and Plan:
Within the subject design.
To present the subject orally with a list of 30 words.
The subject is subsequently asked to recall as many words as possible from the list in any order.
Materials:
1. A list of 30 words.
2. Stop clock
3. Data sheet
4. Wooden screen
Precautions:
1. Instructions and examples should be clear.
2. The number of words in the list are not mentioned to the subject.
3. Distractions of any nature should be kept minimum.
Procedure: The subject is seated comfortably in a quiet room. Rapport is built with the subject
to put him/her at ease. The subject is given the data sheet and requested to fill in the background
information. The experimenter notes the time and date of experimentation. The experimenter
then explains to the subject that he/she will be presented with a list of words orally and after the
list is read out the subject has to recall the words. Once the subject has understood the
instructions, the experimenter reads the list of words one by one, at the rate of two seconds per
word. At the end of the list a 30 seconds pause is given and the subject is asked to recall the
words by writing them down on the data sheet.
Instructions:
“I will read out a list of words to you. Please listen carefully as you will have to recall the words
later, have you understood? Ok we can begin now”
Data collection:
1. The number of words correctly recalled is noted down.
2. Behavioural observation is noted.
 3. Answers to post-task questions are noted.
4. Introspective report is collected.
Post-task questions:
Once the subject has completed the task he/she is asked a few questions to assist analysis. The
situation is structured such that the subject feels free to express his/her true feelings.
Following questions are asked:
Did you find any word more easy to recall? And why?
Were there any words in the list that you did not know?
Was my voice clear to you all the time while I read the list?
Analysis of the data:
1. Calculate the number of words correctly recalled from the first, middle and the last ten
parts of the list.
2. Draw a line graph showing the number of words correctly recalled at each position.
3. Calculate the average number of words correctly recalled at each position by the group.
4. Draw a line graph showing the average number of words correctly recalled at each
position by the group.
Table 1
Showing the number of words correctly recalled by the subject at each position of the list

Sno Name Position No of words

recalled

I II III

1. SM 4 3 4 11
Graph 1
Shows the number of words correctly recalled by the subject at each position of the list.

Table 2
Showing the number of words correctly recalled by the group.

Sno Name Position No of words recalled

I II III

1. SM 4 3 4 11

2. YD 7 2 3 12

3. PT 5 5 8 18

4. SK 4 0 7 11

5. VK 7 5 7 19

6. AM 6 3 6 15
 7. SK 9 2 2 13

8. AE 4 3 3 10

9. BR 3 4 3 10

10. SA 5 2 4 11

11. VN 2 4 3 9

12. AG 6 2 6 14

13. BK 3 5 3 11

14. DM 5 1 4 10

15. FA 6 3 6 15

16. DS 4 2 4 10

17. CH 4 2 5 11

18. VV 6 2 3 11

19. MK 3 3 3 9

20. MB 3 2 5 10

Total 99 53 89 240

Mean 4.95 2.65 4.58 12

Graph 2
Shows the number of words correctly recalled by the group.

Individual Discussion:
The experiment was administered on the subject SM who is 18 years old, studying in 1st Bsc
Psychology Hons at Christ (Deemed to be University).
Table 1: shows the number of words correctly recalled by the subject at the first, middle and
third position in the word list. In all the three positions the subject has recalled 4 , 3 , 4 words.
Hence the scores obtained are according to the hypothesis which says that there is better recall in
the beginning and the end than the middle where the score falls.
Graph 1 plots the subject's performance on each position of the list. In the introspection report,
the subject felt that
The immediate focus was on the first few words which stayed in memory for the longest along
with the final 3-5 words.
Distraction must have not influenced the subject's results.

Group Discussion:
Table 2 : shows the number of words correctly recalled by the group at the first position, middle
and third position in the word list. In all the three positions the group mean is 4.95 , 2.65 , 4.58
words.
Graph 2 plots the number of words correctly recalled by the group.
Hence the score obtained is according to the hypothesis which says that there is better recall in
the beginning and the end than the middle where the score falls.
Behavioural Analysis:
When the words were being called, the subjects found it easier to remember the words presented
in the beginning of the list confirming primacy effect and in the end of the list confirming
recency effect. One of the reasons for the showcase of this behaviour can be due to strain. In
remembering the first few words our mind undergoes considerably less strain. The final few
words stay in our mind as there is lesser interference and it is said out the most recently and
therefore remains in our short term memory.
Conclusion:
1. The subject’s results are according to the hypothesis.
2. The group as a whole confirms the hypothesis.