Dissociation of the recency effect and immediate memory span
Evidence from beginning readers
Bibliographic Data
| ID | 9620161 |
|---|---|
| Authors | Brian Byrne (0000-0002-5532-9407, University of New England), Lynn Arnold (University of New England) |
| Year | 1981 |
| Volume | 72 |
| Issue | 3 |
| Pages | 371-376 |
| Publication date | 1981-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8295.1981.tb02196.x |
| OpenAlex | W1977302678 |
| Language | EN |
A group ( n = 12) of poor beginning readers was tested on free recall of 10‐word lists. They demonstrated as strong a recency effect as an IQ‐matched group of good readers. The poor readers showed the inferiority in immediate memory span (Digit Span test of the WISC) typical of that population. The results demonstrate a degree of dissociation between the recency effect and memory span, supporting arguments that the two aspects of performance are manifestations of different memory processes
Cognition · Cognitive psychology · Developmental psychology · Dissociation (chemistry) · Free recall · Memory span · Modality effect · Population · Recall · Short-term memory · Working memory · Cognitive Abilities and Testing · Memory Processes and Influences · Neuroscience · Psychology · Reading and Literacy Development
| Highly cited | No |
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