a. Introduction
The serial position effect is defined by the likelihood to remember, or recall, the first and last items in a series, or a list, rather than the middle items. This creates a U-shaped curve when graphing this event. The primary effect is defined by the tendency to remember the beginning of the series. The recency effect is defined by the tendency to remember the last few items of the series. An explanation for this phenomenon is as such, the first set of items in a series is put into long-term memory as a result of rehearsal. The last set of items is put into short term memory. The items in the middle of the series were poorly recalled because they were not efficiently put in the short term memory because a lot more items came afterward. This
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experiment was performed by researchers to have insight on the prediction that serial position functions with primary and recency effects when tested on general knowledge. b. Method This experiment was tested on 261 undergraduate students from Lake Forest College who needed credit in a variety of introductory courses.
The study was done in groups of about 40 students in a classroom setting. The sessions of each group lasted about 15 minutes. Five sets of stimuli were gathered, that being three approximately even increments between the exemplars and two unequal increments. The researchers chose even increments for well-known actors relative to age, zoo animals associated with their adult weight, and professional all-star basketball players in relation to height. The unequal increments were set by country size relative to land mass and the diameter of the eight planets. The experiment was divided into two parts. The first part involved to participants rating their knowledge in the five stimuli; actors, professional basketball player, zoo animals, planets. The participants rated their knowledge on a scale 1-5, 1 being not at all knowledgeable and 5 being extremely knowledgeable. After completing part one they went on to part 2. In part 2, the participants did five free reconstructions of order tasks separately. They were to reconstruct the order of each item along the specified
dimension. c. Results The experiment works only if the participants have knowledge of the items in the series. If the participant lacked knowledge in that category of stimuli, their data was excluded. In the episodic memory test, it is apparent which item is first and last, which contributes to the primary and recency effect. In demonstration one; stimuli one; the actors and their age, the mean knowledge of rating for actors was 3.101. 31 out 261 participants had a mean knowledge of less than 2, so their data was excluded. The proportion of actors correctly placed in chronological order was analyzed with the position as a within-subjects factor. This showed the serial position function includes a primary effect and a recency effect. They further analyzed the serial position function by comparing the number of participants who remembered the first and last items better that the items in the middle of the list. The researchers also did the same analysis test on the other stimuli, of which are animals and weight; basketball players and height; countries and land mass; planets and diameter. For four of the five stimuli, similar results occurred, participants remember the first items and last items in the list better than the middle. d. Discussion The results of this experiment are steady with past studies on the serial position effect. It is not possible to show evidence in everything that the serial position effect, but it is also difficult to show it does not apply. The experiment produced a serial position function and error gradient reminiscent.
Mel Levine’s book, A Mind at a Time, describes many aspects of cognitive psychology and attempts to apply them to the educational system for young children. This book also makes suggestions for parents that have children with cognitive difficulties. The chapters in this book are designated to various aspects of cognitive psychology as they pertain to children. This paper focuses on chapter six in A Mind at a Time, which is titled “Making Arrangements: Our Spatial and Sequential Ordering Systems.” This is a very interesting chapter because it incorporates many aspects of cognitive psychology. In this chapter, Levine focuses on how children organize their world in terms of learning, thinking, and remembering.
Terman, L. M. (1916). The measurement of intelligence: an explanation of and a complete guide for the use of the Stanford revision and extension of the Binet-Simon Intelligence Scale. Massachusetts: The Riverside Press.
A classroom of thirty is filled with a diverse group of students that think in all different ways. Each child’s brain processes informat...
Research completed on infants, children, and adults across a multitude of cultural environments proposes that no human mind is alike. Spelke found that the four systems on core knowledge are a basis for cognitive systems. This means that some humans learn things easily, while others learn with greater difficulty (Kinzler and Spelke 2007). The core knowledge theory can be seen as both a positive and negative topic. The possible fact that human beings, as well as other species, could potentially be predisposed to cognitive capacities instead of acquiring capacities through experience is an overwhelming and controversial topic. There is not enough research or evidence to deem the core knowledge theory to be an absolute fact, but a strong opinion could be derived. If these cognitive capacities are integrated into us before birth, that would create a strong foundation for building new skills or capacities; it would be difficult to imagine an individual starting their life without this foundation of core symptoms because problems may arise. The core knowledge theory is helpful when studying development because the idea has been apparent in studies since Jean Piaget and could eventually unveil the roots of an evolutionary
Many psychology theories have been developed in order to determine how to measure intelligence. Volume 63 of the Annual Review of Psychology details a few studies citing popular theories from the 1970s to 2000 (Deary, 2012), including the measurement of, “sensory discrimination and reaction time,” (Deary, 2012). After 2000, however, “interest has focused, in the broadly psychometric-experimental levels, on processing speed and working memory as potential explanatory variables for intelligence,” (Deary, 2012). In measuring intelligence, scientists are focu...
Gall, S. B., Beins, B., & Feldman, A. (2001). The gale encyclopedia of psychology. (2nd ed., pp. 271-273). Detroit, MI: Gale Group.
This cognitive development theory is known as “Stage Theory,” a comprehensive set of observations made by Piaget that detail four stages in which human intelligence development occurs (Huitt et al 2003). Rooted firmly in evolution and biology, Piaget’s Stage Theory articulates key differences in the growth of individual’s throughout their early life. He believed that everyone passes through the four stages in exactly the same order. The stages are as follows: The Sensorimotor Stage, The Preoperational Stage, The Concrete Operational Stage, and the Formal Operations Stage (Woolfolk
In spite of the fact that intelligence quotient tests have been around for decades, many professionals are attempting to determine the factors and causes behind aptitude. Several options exist to explain or disprove the reasons why some attain above average intellect, while others manage varying degrees less. Some of these alternatives, along with arguments in the general and human intelligence topics, will be found inside the following pages of discussion.
In the early primacy portion of the serial position effect, there was a direct positive relationship between the frequency of rehearsal and the probability of recall. That is to say, the primacy effect was entirely dependent on rehearsal. The early items can be rehearsed more, and thus recalled better. The recency effect, was viewed as recall from short-term memory, which is why they were recalled so well even if being rehearsed so little (Ashcraft, 2010). The improved recall for the words at the ...
An important theory of cognitive development was proposed by psychologist Jean Paiget. His theory states that through four stages of cognitive development, children can actively construct their understanding of the world. Organization and Adaptation are two processes of cognitive construction in the world. To understand the world, one must organize their own experience. For example, most people detach significant ideas from less significant ideas. Letting an individual to connect one idea to another, allowing them to arrange their reviews and life events. People often adapt thinking to incorporate new ideas because extra information expanding their understandi...
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
Weiner, I. Healy, A. Freedheim, D. Proctor,R.W., Schinka,J.A. (2003) Handbook of Psychology: Experimental psychology,18, pp 500
The chair of the UK Government had a test made to see the ability to think in “divergent or non-linear ways” between the ages 3- 25. Out of 1,600 children aged three to five showed that 98% of them can think divergent. Out of the same number of kids age’s eight to ten, 32% could think divergently. When the same test was applied to 13-15 year olds, 10% could think divergently. Then when the test was us...
Cognitive development theory was propounded by Piaget in (1972). Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages. The four stages are; sensorimotor - birth to 2 years, preoperational - 2 years to 7 years, concrete operational - 7 years to 11 years and formal operational (abstract thinking) 11 years and up. Each stage has major cognitive tasks which must be accomplished. In the sensorimotor stage, the mental structures are mainly concerned with the mastery of concrete objects. The mastery of symbols takes place in the preoperational stage. In the concrete stage, children learn mastery of classes, relations and numbers and how to reason. The last stage deals with the mastery
Edited by Raymond J. Corsini. Encyclopedia of Psychology, Second Edition, Volume 1. New York: John Wiley and Sons Inc.