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aim
The aim of this study is to investigate how the serial position effect influences short-term memory recall, specifically whether the primacy or recency effect is more dominant when participants attempt to memorize and recall a sequence of 10 digits.
hypothesis
Year 8 students from Duncraig will more accurately recall digits presented at the beginning of the sequence (primacy effect) compared to those presented at the end (recency effect) in a short-term memory recall task.
method
Participants:
Year 8 students from Duncraig.
Materials:
A PowerPoint presentation displaying five different 10-digit sequences
Response sheets for participants to record recalled digits
Procedure:
Participants will be seated in a group setting and instructed on the recall task.
Each 10-digit sequence will be displayed on the projector, with each digit appearing for one second.
After the sequence is shown, participants will have 30 seconds to recall and write down the digits in order.
This process will be repeated for five different digit sequences, with verbal warnings between each set to refocus attention.
Once all sequences have been presented, researchers will collect and mark the responses, analyzing the data for recall patterns.
results
The overall trend suggests higher recall accuracy for digits at the beginning and end of the sequences, consistent with the serial position effect.
key findings
short-term memory recall is influenced by the serial position effect, with a stronger primacy effect than recency effect when recalling ordered sequences.
graph description
The first digit had the highest mean recall score (~3.8), indicating a strong primacy effect.
The last digit also had a relatively high mean recall score (~2.3), supporting the presence of a recency effect.
The middle positions (4–7) had the lowest mean recall scores, with some positions averaging around 1.0–1.5, suggesting reduced retention for these items.
Overall, the data suggests that participants were better at recalling digits from the beginning of the sequence than from the end, which aligns with a stronger primacy effect over recency effect in this recall task.
The average recall scores illustrate a U-shaped curve typical of the serial position effect, highlighting a clear difference in memory performance based on item position in the sequence.
how do results relate to relevant research
the data supports the research of the short-term memory (STM). According to the multi-store model of memory proposed by Atkinson and Shiffrin (1968), information in STM has a limited capacity (around 7 items) and a brief duration (up to 30 seconds). Middle items may suffer from decay (losing strength over time) or interference from other items, leading to lower recall accuracy. This is reflected in the lower recall for items in the middle of the sequence.
Primacy Effect: The early digits in the sequence (positions 1 and 2) were recalled with the highest accuracy, which supports the idea that early items benefit from more rehearsal and thus are better encoded into long-term memory.
Recency Effect: The digits at the end of the sequence (positions 8–10) also had higher recall accuracy, which aligns with the recency effect. This effect is often attributed to the fact that these items are still present in short-term memory (STM) during the recall phase.
future research
Investigate how exposure to fast-paced content on digital media affects memory recall and serial position effects.
relevance to society
Education:
Understanding how memory works can improve teaching strategies. For example, structuring information in a way that capitalizes on the primacy effect (important information at the start) and the recency effect (key takeaways at the end) can enhance learning and retention in classrooms.
Advertising and Marketing:
Marketers often use the serial position effect to place their most important products or information at the beginning or end of an advertisement. Research like this helps advertisers create more effective campaigns that better capture attention and are remembered by consumers.
methodological flaws
Limited Sample Size and Homogeneity:
The sample consisted solely of Year 8 students from a specific school (Duncraig). This limits the generalizability of the results to other age groups, educational levels, or cultural backgrounds. A more diverse sample, including individuals of varying ages or cognitive abilities, would provide a broader understanding of how the serial position effect works across different populations.
Lack of Control Over Participant Proximity and Distractions:
The study involved participants sitting together in a group setting without mention of how the seating arrangement was controlled. Without separating participants, there could have been distractions from peers, such as talking or fidgeting, which might have affected their focus and recall performance. A more controlled environment, with participants seated individually or spaced out, would help minimize distractions and ensure participants were not influenced by others.
avoiding flaws
standardizing the Testing Environment:
Increasing Sample Size and Diversity:
improving reliability and validity
Repeating the Experiment (Test-Retest Reliability):
Reliability Improvement: Conducting the recall task multiple times with the same participants at different times would help determine if the results are consistent. If similar patterns of recall emerge across trials, it would confirm the reliability of the findings.
Counterbalancing the Digit Sequences:
Validity Improvement: Using different sets of digit sequences for different groups of participants can help control for order effects. This ensures that the results are not due to a specific number sequence being easier to remember but rather reflect genuine memory processes.
ethical issues
Informed Consent:
Issue: Participants may not have fully understood what the study involved, particularly if they are minors (Year 8 students). Informed consent ensures that participants are aware of the nature of the study, potential risks, and their right to withdraw at any time.
Solution: To address this, the researchers should provide clear information about the study's purpose, procedures, and any potential risks to both participants and their parents or guardians. Written consent forms should be obtained from both the participants and their guardians, ensuring that they understand the study and agree voluntarily to participate.
Confidentiality:
Issue: Participants' data, such as their recall scores, should remain confidential to protect their privacy and prevent any potential harm that could arise from their personal information being exposed.
Solution: Researchers should anonymize the data by assigning participant numbers instead of using names. Additionally, the data should be stored securely and only used for research purposes. Ensuring confidentiality will protect participants and maintain the integrity of the research process.
conclusion
Based on the results, the study does support the hypothesis that participants will demonstrate a stronger primacy effect (better recall of items at the beginning of the sequence) than a recency effect (better recall of items at the end). The data shows higher recall for the first few digits of the sequence (primacy effect) and a moderate increase toward the end of the sequence (recency effect), but the recall for middle digits was significantly lower.
While there is some indication of a recency effect, the primacy effect appears to be more prominent, as seen in the higher mean recall for the first few positions. This aligns with previous research on the serial position effect, which typically shows a stronger primacy effect over a recency effect, especially in tasks like digit recall.
Thus, the study supports the hypothesis that the primacy effect would be more prominent than the recency effect in this recall task.
