Determinants of Primacy for Items in Continuous Serial Learning
Bibliographic Data
| ID | 13670808 |
|---|---|
| Authors | E Rae Harcum (The College of William and Mary, corresponding author), Martin Pschirrer (William & Mary), Martin E Pschirrer (The College of William and Mary), Edwin W Coppage (The College of William and Mary) |
| Year | 1968 |
| Volume | 22 |
| Issue | 3 |
| Pages | 965-975 |
| Publication date | 1968-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1968.22.3.965 |
| PMID | 5653405 |
| OpenAlex | W1991863902 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
This study investigates the learning of continuous serial lists of nonsense syllables in terms of the strategies by which Ss select the syllables to be learned first. Three hypotheses were tested and verified by the results: (a) Ss select the first temporal item of a series as cognitively first when instructional and structural bases for differentiation are not provided by E; (b) Ss also tend to cognize a structurally isolated item as first in the series; and (c) the relative effectiveness of these two anchoring tendencies depends upon the position of the structurally isolated syllable within the temporal series. Results support the theory that the cognition of one or more “beginning” items establishes the serial-position curve because the anchors provided by these items, which are learned first, facilitate the acquisition of the remaining items
Cognition · Cognitive psychology · Nonsense · Serial learning · Serial position effect · Series (stratigraphy · Speech recognition · Syllable · Communication · Computer Science · Educational Strategies and Epistemologies · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology
| Citations per year | 0.02 |
|---|---|
| Citation span | 1969 - 1969 (1) |
| Highly cited | No |