ific characteristics of an item had a moderating effect on the serial position effect on recall. Frensch and Miner (1994, pp. 95-110) found that the rate of presentation of material had a moderating effect on the serial position effect of recall. Stadler (1993, pp. 819-827) found implicit serial learning occurs when a repeating sequence is used in the presentation of items even when subjects are not informed that a repeating sequence procedure will be used.
This research reports the results of an experiment to test the effects of serial position and repeated presentation on the recall of words. Hypotheses were tested in relation to the effects of serial position, repeated presentations, the relationship between words in a list. These hypotheses were as follows:
1. Higher recall rates will be associated with earlier serial positions. The independent variable in this hypothesis was the serial position of a word within a list of words. The dependent variable in this hypothesis was the rate at which words on the list were recalled.
2. Higher recall rates will be associated with later presentations. The independent variable in this hypothesis was the number of times a list of words was presented to subjects. The dependent variable in this hypothesis was the rate at which words on the list were recalled.
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