Primacy and Negative Recency Effects in Incidental Learning and the Story Mnemonic

2013 ◽  
Author(s):  
Peter F. Delaney ◽  
Peter P. J. L. Verkoeijen ◽  
Namrata R. Godbole
Keyword(s):  
Incidental Learning ◽  
Recency Effects ◽  
Negative Recency

Negative Recency and Event-Dependence

1966 ◽  
Vol 18 (1) ◽  
pp. 47-54 ◽  
Author(s):  
A. H. Winefield
Keyword(s):  
Choice Situation ◽  
Necessary Condition ◽  
Recency Effects ◽  
Negative Recency ◽  
Event Dependence

In a two-choice situation with event-probabilities of 0.67 and 0.33, recency effects were studied as a function of (a) event-dependence and (b) fore-knowledge of event-probabilities. The following conclusions are drawn: (1) Belief in some kind of event-dependence is a necessary condition for the occurrence of negative recency; (2) Foreknowledge of the event-probabilities does not affect recency phenomena; (3) The behaviour of subjects in the two-choice situation, is less irrational than some writers have claimed.

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Primacy and Recency Effects in Children's Memory for Instances of an Active, Repeated Event

2014 ◽  
Author(s):  
Dayna Gomes ◽  
Kulnoor K. Sandhu ◽  
Hongyuan Qi ◽  
Chelsey M. Lee ◽  
Deborah A. Connolly
Keyword(s):  
Recency Effects ◽  
Repeated Event ◽  
Children's Memory

Category clustering in incidental learning.

1969 ◽  
Vol 79 (2, Pt.1) ◽  
pp. 380-382
Author(s):  
Fred Shima
Keyword(s):  
Incidental Learning
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