The diagram below shows the multi-store model of memory designed by Atkinson and Shiffrin (1968). It is called the primacy effect because these items were the ones presented first to the subject in the memory experiment. This tail indicates that words presented at the start of a list of to-be-remembered items are better remembered than words presented in the middle of this list. Generally, this curve is U-shaped, and the primacy effect corresponds to the tail of the U on the left. The primacy effect is found when the results of a free recall task are plotted in the form of a serial position curve. It is called the recency effect because these items were the ones presented most recently to the subject in the memory experiment.
This tail indicates that words presented at the end of a list of to-be-remembered items are better remembered than words presented in the middle of this list. Generally, this curve is U-shaped, and the recency effect corresponds to the tail of the U on the right. The recency effect is found when the results of a free recall task are plotted in the form of a serial position curve. The primacy effect was shown by Rundus and Atkinson (1970), who asked their participants to rehearse out loud any of the words they wanted to during list presentation. The primacy effect depends mainly on rehearsal, in that the words at beginning of the list are rehearsed for longer than those in the middle. The primacy effect can be defined as a high level of free recall of the first items in a list (about the first 25%). In Glanzer and Cunitz experiment the participants recalled the first few items in the list much better than those in the middle, this is known as the primacy effect. It can be seen that the rest of the list was not affected by the interference task, as they were now in long-term memory store. This can be explained by the fact that the counting backwards ‘interfered’ with the process of creating memory and so this wiped out the words towards the end of the list. However, Glanzer and Cunitz (1966) found that counting backwards for only 10 seconds between the end of the list presentation and the start of recall (thus producing and interference task) virtually eliminated the recency effect, but had no other effect on recall. The recency effect is shown by the fact that the last few words in the list are usually remembered better than the middle. The recency effect can be measured using free recall, where participants are shown a list of words, and the later asked to recall them. People tend to remember things more clearly if they have happened recently.
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