The result of the experimental group shows that the distraction task does play a role in the experiment, as the primacy effect decreases when compared to the control group. As the original experiment suggests that a distraction task would interfere with individuals primacy effect in terms of diminishing it.
With the distraction task where we may see the short term memory would allow only the ending series of words (recency) rather than the beginning series of words (primacy). The tendency which one would recall better in the beginning series of words as it being the first thing the participants would hear and the ending series of words as it being the last thing the participants would hear. The participants were divided into two groups in order to see the difference between the normal recall ability of an individual and the additional factor of a distraction task as this was the aim of the experiment for Glanzer and Cunitz. This experiment was the replication of Glanzer and Cunitz (1966) which was set in an international school settings with students being the participants.
15Appendix E: Debriefing Notes.ġ6Appendix F: Raw Data. 14Appendix D: List of Words for Both Participant Groups. 13Appendix C: Experimental Group Standardized Directions. 12Appendix B: Control Group Standardized Directions. 9 - 10References.ġ1Appendices 12-19Appendix A: Consent Form. The results make it possible to systematize a number of findings in the literature.4Method 5 - 6Design. The predicted effect was clearly demonstrated. In the second experiment, delay between end of list and recall was varied in order to affect short-term storage and, thereby, the end section of the serial position curve. It could not, therefore, be used to demonstrate independently the predicted differential effect. Repetition, however, did not have any effect that could not be ascribed to presentation rate. Presentation rate has the predicted effect of differentially raising the beginning section of the serial position curve. In the first experiment, presentation rate and repetition of individual words were varied in order to affect long-term storage and thereby affect the beginning sections of the serial position curve. Experimental operations were applied that were predicted to have a distinct effect on each of these mechanisms, and the changes in the serial position curve were observed. Two experiments were carried out to test the hypothesis that the bimodal serial position curve in free recall is produced by output from two storage mechanisms-short-term and long-term.
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