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Presentation and Serial Positioning 1
Running Head: PRESENTATION AND SERIAL POSITIONING
Effect of Presentation Form and Serial Positioning on Short-Term
Memory Recall
Justin Daniel De Asis
Jermaine Rae Dimayacyac
Marie Regine Vivienne Francisco
Abigail Praise Limpin
Ateneo de Manila University
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Presentation and Serial Positioning 2
Effect of Presentation Form and Serial Positioning on Short-Term
Memory Recall
Information is presented to us everywhere. While driving
ones car or simply walking down the street, information comes
to us in many forms. However, not every single detail of
information stays in our memories. In fact, most of them just
seem to pass us by and appear to us from time to time. The way
in which information is presented can influence the way one
takes in and retain information. For example, the more a person
passes by a route to school, the more the person becomes
familiar with the directions. Besides familiarity, when and how
information is presented also affects ones intake of
information. Todays media and technology have proven how
difficult it is to avoid information especially when it appears
almost literally everywhere and continuously. Many forms of
information come to us through audio, visual, and audio-visual
forms such as road billboards, television commercial,
promotional text messages, public announcements, posters, and
radio advertisements. Most of these are not retained in ones
memory for a long time. In fact, when the information does not
stay long, one forgets. Because of this, we usually take in bits
of information for a brief period of time. The information given
out from this brief period of time is a term called short-term
memory recall.
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Presentation and Serial Positioning 3
It was mentioned earlier that the form of presentation has
an effect on how one takes in, stores, and recalls information.
This is because each person varies in the way they accept
information. Some people retain information when they are
presented in audio form, some visual, and some on an interaction
of both. Familiarity was also an extra factor. Yet, it does not
end there. In some instances, the probability of recall of a
given word can lie in its serial position or order of
presentation (Sternberg, 2006). Take in the memorization of a
song as an example. Generally, people always remember the first
few words because it is the phrase that is repeated the most
when one rehearses. This term is called the recency effect. Some
people, on the other hand, remember the last few phrases most
probably because the words linger in ones memory. This term is
called the primacy effect.
Whether or not the form of presentation or serial
positioning has an effect on short-term memory recall, it is
human nature that people tend to forget. This is why people find
means in which information can be retained easier and longer.
Therefore, this study aims to answer these questions: Does form
of presentation affect short-term memory call? Does serial
position affect short-term memory call? And do form of
presentation and serial position affect short-term memory call?
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Presentation and Serial Positioning 4
Majority of the studies supported the assumption that on
the serial positioning of words, most of them are best recalled
if they are positioned at and near the beginning or the end, and
poorly recalled if positioned in the middle (Sternberg, 2006)
This phenomenon was exemplified on the study done by Johnston
and Calhoun (1969), where they tested how serial position
affects lecture materials. Two hundred sixty-nine tenth grade
students participated in this study, presented with a lecture
describing methods and purposes of science prepared in two
versions: Order 1, with the central paragraphs divided and
placed at the beginning and end of the lecture and Order 2 as a
rearranged form of the first. These two forms of the lecture
were tape recorded, and presented to the groups, lasting for 7
minutes, 43 seconds each. They were then tasked to answer an 18-
item, four choice multiple-choice test. Their results showed
that the serial position effect does occur in a brief lecture
regardless of sex, ability level, or arrangement of the material.
As introduced, commercials are also used to disseminate
information. They demonstrate how serial positioning of
information can affect recall, and therefore, this factor was
attributed to numerous studies done on marketing strategies. In
a study done by Terry (2005), college students viewed lists of
15 commercials in a laboratory simulation and recalled the
product brand names. The first commercials in a list were well
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Presentation and Serial Positioning 5
recalled, as were the last items, in comparison with the recall
of middle items. This phenomenon was also shown in the study on
commercials done by Pieters and Bijmolt (1997, as cited by
Terry, 2005) where the viewers' free recall of the product names
revealed a primacy effect, and some suggestion of recency, in
that the final item alone was better recalled than the
immediately preceding items.
When it comes to variation of recall type, Hasher (1973)
reported that the subjects didn't rely on position cues to
organize their retrieval patterns. In his study, three
successive lists were learned under one basic method of
practice: random order of presentation on the study trials, with
free recall on the test trials. There were two types of
instructions to the subject about order of recall. Under one
condition, subjects were simply told to recall, in any order,
the words they had seen. His findings showed that subjects given
subjective-organization instructions recalled more information,
but he also suggested that if recency came to be a systematic
strategy for subjects asked to recall freely, their recall
performance would be greater than that of subjects given
subjective-organization instructions.
As for mode of presentation of information,Goolkasian,Foos, and Eaton (2009)studied the modality effects in sentencerecall where students were tasked to recall sentences among
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Presentation and Serial Positioning 6
twenty sentences presented visually and acoustically. They found
out that auditory sentences were recalled better and were less
susceptible to intrusions in comparison with visual sentences.
The theory that acoustically presented materials are recalled
better than visually presented material over short retention
intervals in almost any type of task (Murdock & Walker, 1969, as
cited by Madigan, 1971) therefore is true. However, Linder,
Blosser, and Cunigan (2009) proved that visual learning leads to
greater recall on memory performance tests than auditory
learning, where they investigated the influence of visual versus
auditory learning on recall of a memory test among students.
Madigan (1971) also suggested that visual inputs could reside
for a short period in memory, in a form that allows a marked
recency effect, for as long as they are recalled immediately.
Goolkasian, et al (2009) also came up with a conclusion
added that when auditory sentences were presented with a visual
word probe sentence recall was accurate. Similarly, Moreno and
Mayer (2002) investigated whether and under what conditions the
addition of on-screen text would facilitate the learning of a
narrated scientific multimedia explanation among students.
Students were presented with an explanation about the process of
lightning formation in the auditory alone or auditory and visual
conditions and learning was measured by a retention test, a
matching type test and a transfer test. Their findings showed
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Presentation and Serial Positioning 7
that students better comprehended the explanation when the words
were presented acoustically and visually rather than
acoustically only.
Dwyer and De Melo (1984) came up with the same conclusion
in their study where they investigated the effect of mode of
instruction, testing, order of testing and cued recall on
student achievement. The findings of this study showed that the
instruction given with visual presentation significantly
improved student's information acquisition. The use of visuals
to complement verbal instructions became an effective
instructional strategy for facilitating student information
acquisition, facilitating the recall and reproduction of the
visuals presented. It is also stated that although information
acquisition may be facilitated by means of visualization, it is
converted from the visual to the verbal for storage and
retrieval purposes. It also showed that the interaction between
mode of instruction and order of testing influenced the
students' performance not only by how information is presented
and evaluated, but also by the order in which cognitive levels
are evaluated.
Bosshardt (1975) also studied the interaction between the
form of presentation and serial positioning where his findings
showed that the recency effect was greater with auditory than
with visual presentation of items, whereas the primacy effect
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Presentation and Serial Positioning 8
did not differ in the two presentation modes. The encoding of
images of different sensory modality is determined not alone by
the meaning of the words to be retained but also by their
presentation mode. He expounded his findings by referring to
another study, performed by Murdock (1966, 1967a, 1968, 1969;
Murdock & Walker, 1969 as cited by Bosshardt, 1975) stating that
the last four items presented acoustically have a higher recall
probability than the visual items of the same serial position
and that the performance for the first items presented first is
usually not different in the two presentation modes. As studied
by Crowder and Morton (1969, as cited by Bosshardt) in
acoustical presentation, recall of the last few items is
superior to the visual presentation because the traces in the
auditory register have a longer persistence. It was further
explained that with acoustical presentation, the items presented
last can be retrieved from both the auditory registers and the
short-term memory whereas the recall of items presented visually
is accomplished by the short-term memory alone.
With this, the experimenters predicted that the form of
presentation and serial positioning affects short-term memory
recall. This study also aims to showcase the relevance of
Cognitive Psychology, hoping to develop better study habits for
students, teaching strategies for teachers and for advertising
and marketing purposes.
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Presentation and Serial Positioning 9
Method
Design
In this experiment, the design to be used by the
experimenters will be a 3 x 3 (Form of Presentation: Audio,
Visual, Audio-Visual x Positioning of Words: Primary, Middle,
Recent) between-subjects factorial design.
For this experiment, there are two independent variables
and one dependent variable. The first independent variable is
the form of presentation. It refers to the way the narrative is
presented. There are three levels: the visual, audio, and audio-
visual. In the visual condition, the presentation of narrative
is in the form of slideshow presentation of the text. In the
audio condition, the presentation of narrative is in the form of
recorded narration. And, in audio-visual condition, the
presentation of narrative is in both slideshow presentation and
recorded narration. Another independent variable is the
positioning of information. This variable refers to the position
of information in the narrative. There are also three levels:
the primary, middle, and recent. For the primary positioning of
information, the position of information is placed on the first
part of the narrative. As for the middle, the position of
information is placed on the middle part of the narrative. And,
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Presentation and Serial Positioning 10
for the recent, the position of information is placed on the
latter part of the narrative.
For the dependent variable of this experiment, there is the
short-term memory recall, which refers to the retrieval of words
from the short-term memory. To measure the dependent variable,
the experimenters refer to short-term memory recall as the
number of correct responses from the test questionnaire.
To avoid extraneous variables such as subject arrangement,
demand characteristics, and environmental conditions, the
experimenters came up with the following strategies. For subject
arrangement, the experimenters will be doing a pilot study to
determine if there is a need for better equipment such as
Overhead/LCD Projector, speakers, CD players and so on. Also
this pre-test would help the experimenters eliminate any
inefficiency in protocol such as seating arrangements and
distance from the medium of presentation. For the demand
characteristics, a double-blind experiment will be implemented.
Balancing the environmental circumstances calls for a constancy
of conditions wherein all the experiments fall under one
specific time slot.
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Presentation and Serial Positioning 11
Participants
The participants, who have voluntarily signed up for the
experiment, would be 135 General Psychology students, 17-20
years of age. Each would be randomly assigned to one of nine
conditions by means of their chosen seating arrangement.
Apparatus
The experiment will consist mainly of the narrative and
test questionnaire (See Appendix D) given by the experimenters.
For the visual condition, the experiment will make use of
laptop, Overhead/LCD projector and white screen, experimental
instruction (See Appendices E, F, & G), and slideshow
presentation of the text - primary set for the visual primary
condition, middle set for the visual middle condition, and
recent set for the visual recent condition (See Appendices A, B,
& C).
For the audio condition, the experiment will make use of
laptop, speakers, recorded narration of text - primary set for
the audio primary condition, middle set for the audio middle
condition, and recent set for the audio recent condition.
And, for the audio-visual condition, the experiment will
make use of the materials needed in both audio and visual
condition. Lastly, the experimenters will be using a stopwatch
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Presentation and Serial Positioning 12
to monitor the time of reading the narrative and answering the
questionnaire.
Procedures
The participants (135 for the actual) will be divided into
three groups, and will be assigned to three classrooms, a, b and
c. Each room presents three different forms of presentation of a
narrative one room for audio, one room for visual, and one
room for audio-visual.
In the audio presentation group, the participants will be
randomly assigned into three groups. Each group will receive one
of the three sets of the narrative: Primary Set, Middle Set and
Recent Set. Each set will be limited to 2 minutes and 45 seconds.
The first group will receive the Primary Set narrative (See
Appendix A). They will be given the experimental instructions
(See Appendix E). Then, the recorded narration of the narrative
will be played in which the to-be-learned paragraph will be
narrated in the first part of the narrative, which is right
after the 2-sentence introductory paragraph. Afterwards, the
participants will be given a 10-item questionnaire to be
answered for 2 minutes.
The second group will receive the Middle Set narrative (See
Appendix B). They will be given the experimental instructions.
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Presentation and Serial Positioning 13
Then, the recorded narration of the narrative in this set will
be played in which the to-be-learned paragraph will be narrated
in the middle part of the narrative. Afterwards, the
participants will be given a 10-item questionnaire to be
answered for 2 minutes.
The third group will receive the Recent Set narrative (See
Appendix C). They will be given the experimental instructions.
Then, the recorded narration of the narrative in this set will
be played in which the to-be-learned paragraph will be narrated
in the last part of the narrative. Afterwards, the participants
will be given a 10-item questionnaire to be answered for 2
minutes.
As for the visual presentation, the participants will be
randomly assigned into three groups. Each group will receive one
of the three sets of the narrative: Primary Set, Middle Set and
Recent Set.
The first group will receive the Primary Set narrative (See
Appendix A). They will be given the experimental instructions
(See Appendix F). Then, the slideshow presentation of the text
will be played in which the to-be-learned paragraph will be
placed in the first part of the text, which is right after the
2-sentence introductory paragraph. Afterwards, the participants
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Presentation and Serial Positioning 14
will be given a 10-item questionnaire to be answered for 2
minutes.
The second group will receive the Middle Set narrative (See
Appendix B). They will be given the experimental instructions.
Then, the slideshow presentation of the text will be played in
which the to-be-learned paragraph will be placed in the middle
part of the text. Afterwards, the participants will be given a
10-item questionnaire to be answered for 2 minutes.
The third group will receive the Recent Set narrative (See
Appendix C). They will be given the experimental instructions.
Then, the slideshow presentation of the text will be played in
which the to-be-learned paragraph will be placed in the last
part of the text. Afterwards, the participants will be given a
10-item questionnaire to be answered for 2 minutes.
And, in the audio-visual presentation, the participants
will be randomly assigned into three groups. Each group will
receive one of the three sets of the narrative: Primary Set,
Middle Set and Recent Set.
The first group will receive the Primary Set narrative (See
Appendix A). They will be given the experimental instructions
(See Appendix G). Then, both the recorded narration of the
narrative and a slideshow presentation of the text will be
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Presentation and Serial Positioning 15
simultaneously presented in which the to-be-learned paragraph
will be played on the first part of the narrative and will be
placed in the first part of the text, which is right after the
2-sentence introductory paragraph. Afterwards, the participants
will be given a 10-item questionnaire to be answered for 2
minutes.
The second group will receive the Middle Set narrative (See
Appendix B). They will be given the experimental instructions.
Then, both the recorded narration of the narrative and a
slideshow presentation of the text will be simultaneously
presented in which the to-be-learned paragraph will be played on
the middle part of the narrative and will be placed in the
middle part of the text. Afterwards, the participants will be
given a 10-item questionnaire to be answered for 2 minutes.
The third group will receive the Recent Set narrative (See
Appendix C). They will be given the experimental instructions.
Then, both the recorded narration of the narrative and a
slideshow presentation of the text will be simultaneously
presented in which the to-be-learned paragraph will be played on
the last part of the narrative and will be placed in the last
part of the text. Afterwards, the participants will be given a
10-item questionnaire to be answered for 2 minutes.
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Presentation and Serial Positioning 16
The 10-item questionnaires will be collected after each
condition. The results in the 10-item questionnaires will be
used for the analysis of data that will be further explained in
the Results and Discussion.
Data Analysis
The experiment will make use of two-way between-subjects
analysis of variance. Since the experiment has two levels in
each independent variable, the experimenters will be using Tukey
Post Hoc Test. Also, the experimenters will be using a .05
probability level since past studies have used this in their
experiment.
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Presentation and Serial Positioning 17
References
Bosshardt, H.G. (1975). The influence of visual and auditory
images on the recall of items of visual and auditory
presentation mode. Psychological Research, 37, 211-227.
Dwyer, F.M. & De Melo, H. (1984). Effect of mode of instruction,
testing, order of testing and cued recall on student
achievement. The Journal of Experimental Education, 52 (2),
86-94.
Goolkasian, P., Foos, P. W., and Eaton, M (2009) Modality
effects in sentence recall. The Journal of General
Psychology, 136(2), 205-223.
Hasher, L. (1973). Effects in free recall. The American Journal
of Psychology, 86 (2), 389-397.
Johnston, J.O. & Calhoun, J.A. (1969). The serial position
effect in lecture material. The Journal of Educational
Research, 62 (6), 255-258.
Linder, K.M., Blosser, G., & Cunigan, K. (2009) Visual versus
auditory learning and memory recall performance on short-
term versus long term tests. National Undergraduate
Research Clearinghouse, 12.
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Presentation and Serial Positioning 18
Madigan, S.A. (1971) Modality and recall order interactions in
short term memory for serial order. Journal of Experimental
Psychology, 87 (2), 294-296.
Moreno, R. & Mayer, R.E. (2002) Verbal redundancy in multimedia
learning: When reading helps listening. Journal of
Educational Psychology, 94 (1), 156-163.
Sternberg, R.J. (2006). Cognitive Psychology. New York:
Wadsworth.
Terry, W.S. (2005). Serial positioning effects in recall of
television commercials. The Journal of General Psychology,
132 (2), 151-163.
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Presentation and Serial Positioning 19
Appendices
Appendix A
The Narrative (Primary Set)
Coach Thorntons rose bushes were wrecked by one of three
football players he benched because of cutting classes. After
questioning the coach, Max and Nina decided to look for the
three football players and subject them to questioning.
Max and Nina decided to go to Sam Cartland's house. "What
do you two want," growled Sam when he came to the door. "Can we
talk with you?" asked Nina. "Sure, come on in." said Sam. As
they entered the house Sam turned off his VCR and explained thathe has been watching football tapes to improve on his game. "We
wondered what you were doing between nine and ten this morning."
asked Nina. "I was right here watching that program on UFO's."
replied Sam. There was a particular TV program aired that
morning. The program featured UFO landings, sightings, and other
trivial matters regarding them. "Remember when that guy from
Roswell, New Mexico insisted he had been abducted?" exclaimed
Max, being a UFO fanatic himself. Sensing that they won't get
anything out of Sam, aside from the UFO program, the two decided
to leave.
Max and Nina saw Alex Avery at the Dairy Bar. "We missed
seeing you in the football game." said Max. "Where have you been
all morning?" asked Nina. "I've been right here." explained
Alex. That morning, Alex had been in the Dairy Bar helping Amy,
the barmaid, carry some heavy boxes and crates. "So you weren't
anywhere near Coach Thornton's house?" asked Max. "No. I didn't
intend to visit him." Alex replied. With no further questions,
Max and Nina left him.
They both agreed that the best place to look for Mike
Brooks would be the Gym downtown. True enough, Mike was seen on
a treadmill at the said Gym. "Hey, you two want to join down
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Presentation and Serial Positioning 20
here? It's a great place to work out." exclaimed Mike. "Not
right now." Max declined. "We were wondering if you had been
here all morning?" asked Nina. "Uh-huh." Mike answered. Mike
went to the Gym that day to workout a sweat and to release all
of his frustrations in life. He felt that it was his lack of
dedication that made coach Thornton put him on the bench during
the last game. "Check the logbook if you want." Mike suggested.
Nina went to the front desk and checked the logbook. It came as
to no surprise that Mike had indeed been there since eight
o'clock that morning.
Appendix B
The Narrative (Middle Set)
Coach Thorntons rose bushes were wrecked by one of three
football players he benched because of cutting classes. After
questioning the coach, Max and Nina decided to look for the
three football players and subject them to questioning.
Max and Nina saw Alex Avery at the Dairy Bar. "We missed
seeing you in the football game." said Max. "Where have you been
all morning?" asked Nina. "I've been right here." explained
Alex. That morning, Alex had been in the Dairy Bar helping Amy,
the barmaid, carry some heavy boxes and crates. "So you weren'tanywhere near Coach Thornton's house?" asked Max. "No. I didn't
intend to visit him." Alex replied. With no further questions,
Max and Nina left him.
Max and Nina decided to go to Sam Cartland's house. "What
do you two want," growled Sam when he came to the door. "Can we
talk with you?" asked Nina. "Sure, come on in." said Sam. As
they entered the house Sam turned off his VCR and explained that
he has been watching football tapes to improve on his game. "We
wondered what you were doing between nine and ten this morning."
asked Nina. "I was right here watching that program on UFO's."
replied Sam. There was a particular TV program aired that
morning. The program featured UFO landings, sightings, and other
trivial matters regarding them. "Remember when that guy from
Roswell, New Mexico insisted he had been abducted?" exclaimed
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Presentation and Serial Positioning 21
Max, being a UFO fanatic himself. Sensing that they won't get
anything out of Sam, aside from the UFO program, the two decided
to leave.
They both agreed that the best place to look for Mike
Brooks would be the Gym downtown. True enough, Mike was seen on
a treadmill at the said Gym. "Hey, you two want to join down
here? It's a great place to work out." exclaimed Mike. "Not
right now." Max declined. "We were wondering if you had been
here all morning?" asked Nina. "Uh-huh." Mike answered. Mike
went to the Gym that day to workout a sweat and to release all
of his frustrations in life. He felt that it was his lack of
dedication that made coach Thornton put him on the bench during
the last game. "Check the logbook if you want." Mike suggested.Nina went to the front desk and checked the logbook. It came as
to no surprise that Mike had indeed been there since eight
o'clock that morning.
Appendix C
The Narrative (Recent Set)
Coach Thorntons rose bushes were wrecked by one of three
football players he benched because of cutting classes. After
questioning the coach, Max and Nina decided to look for thethree football players and subject them to questioning.
Max and Nina saw Alex Avery at the Dairy Bar. "We missed
seeing you in the football game." said Max. "Where have you been
all morning?" asked Nina. "I've been right here." explained
Alex. That morning, Alex had been in the Dairy Bar helping Amy,
the barmaid, carry some heavy boxes and crates. "So you weren't
anywhere near Coach Thornton's house?" asked Max. "No. I didn't
intend to visit him." Alex replied. With no further questions,
Max and Nina left him.
They both agreed that the best place to look for Mike
Brooks would be the Gym downtown. True enough, Mike was seen on
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Presentation and Serial Positioning 22
a treadmill at the said Gym. "Hey, you two want to join down
here? It's a great place to work out." exclaimed Mike. "Not
right now." Max declined. "We were wondering if you had been
here all morning?" asked Nina. "Uh-huh." Mike answered. Mike
went to the Gym that day to workout a sweat and to release all
of his frustrations in life. He felt that it was his lack of
dedication that made coach Thornton put him on the bench during
the last game. "Check the logbook if you want." Mike suggested.
Nina went to the front desk and checked the logbook. It came as
to no surprise that Mike had indeed been there since eight
o'clock that morning.
Max and Nina decided to go to Sam Cartland's house. "What
do you two want," growled Sam when he came to the door. "Can we
talk with you?" asked Nina. "Sure, come on in." said Sam. As
they entered the house Sam turned off his VCR and explained thathe has been watching football tapes to improve on his game. "We
wondered what you were doing between nine and ten this morning."
asked Nina. "I was right here watching that program on UFO's."
replied Sam. There was a particular TV program aired that
morning. The program featured UFO landings, sightings, and other
trivial matters regarding them. "Remember when that guy from
Roswell, New Mexico insisted he had been abducted?" exclaimed
Max, being a UFO fanatic himself. Sensing that they won't get
anything out of Sam, aside from the UFO program, the two decided
to leave.
Appendix D
Narrative Questionnaire
Instructions: The following questionnaire contains inquiries
about the narrative. This is to measure how well you have
understood the story. Please be SPECIFIC in answering the
questions; refrain from using vague answers.
1. What is Sams last name? (Cartland)
2. What was the particular TV program aired that day? (Program
on UFO/ UFO)
3. What kind of tape was playing in the VCR? (Football Tapes)
4. In which place was a guy abducted? (Roswell/new Mexico)
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Presentation and Serial Positioning 23
5. What particular time did the crime happen (9/10/between 9
and 10)
6. What did Sam want to improve on? (game/skills)
7. Which of the two investigators was a UFO fanatic? (Max)
8. Who are the two main characters? (Max and Nina)
9. Where is the Gym is located? (Downtown)
10. Who owns the rose bushes? (Coach Thornton)
Appendix E
Experimental Instruction for Audio Presentation
Good day! Please pay attention as the recorded narration of the
narrative of the text is played. Your task is to read carefully
and understand the narrative. Afterwards, wait for further
instructions.
Appendix F
Experimental Instruction for Visual Presentation
Good day! Please pay attention as the slideshow presentation of
the text is presented. Your task is to read carefully and
understand the text. Afterwards, wait for further instructions.
Appendix G
Experimental Instruction for Audio-Visual Presentation
Good day! Please pay attention as the slideshow presentation of
the text is presented simultaneously with the recorded narration
of the narrative. Your task is to understand the narrative.
Afterwards, wait for further instructions.
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Presentation and Serial Positioning 24
Pilot Test Results
Method
Participants
The participants were 18 students 17-20 years of age
selected using convenience sampling, each, randomly assigned to
one of nine conditions.
Apparatus
The experimenters employed three laptops, 15.6 LCD wide
screen display, built speakers and Microsoft PowerPoint
compatible; One laptop for each condition of presentation. The
narration material used for the experiment was an already
existing text that was edited by the experimenters to satisfy
the serial positioning conditions; Three sets of the narration
were made, one for primary effect, one for middle effect and one
for recent effect. To measure the dependent variable, the
experimenters constructed a 10-item questionnaire.
Procedures
The experimenters made use of two rooms, one used as
awaiting room and the other used as the testing room. Due to
unavailability of LCD or Overhead projectors and speakers in
both sites, the experimenters made use of laptops, instead, for
all conditions. The 18 participants were randomly divided, by
means of counting-off, to nine pairs to satisfy a two-per-
condition set up for the primary, middle and recent. The first
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Presentation and Serial Positioning 25
six participants were brought to the testing room for the audio
condition. The second batch was brought to the testing room for
the visual condition. The third batch, however, stayed in the
waiting room for the audio-visual condition due to lack of time.
The experimenters decided not to bring the last batch of
participants testing room on the grounds that it will take more
time.
Result
A two-way between-groups analysis of variance was conducted
to explore the effect of presentation form and serial
positioning on short-term memory recall, as measured by the 10-
item questionnaire. The interaction effect [F(4, 9) = 4.60,
p=.03)] and the main effect for presentation form [F(2, 9) =
4.36,p=.047)] was statistically significant. Post hoc
comparisons using Tukey HSD Test indicated that the mean score
for the audio condition (M=1.67, SD=1.03) was significantly
different from the visual condition (M=3.67, SD=1.51). The
audiovisual condition (M=2.83, SD=2.32) did not differ
significantly from either of the other groups. The main effect
for serial positioning [F(2, 9) = 1.96,p=.20)] did not reach
statistical significance.
Discussion
The results of the pilot testing supported the hypothesis
form of presentation affects short-term memory recall and that
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Presentation and Serial Positioning 26
there is an interaction effect between form of presentation and
serial position. However, the results did not affirm that the
serial position affects short-term memory recall. Though main
effect in form of presentation and interaction effect was
statistically significant in this experiment, the data could not
yet be generalized to the entire population since convenience
sampling of participants are used, and there are only eighteen
participants, two participants representing each condition.
Proper execution of the actual procedures did not take place and
extraneous variables are present, such as noise. The
experimenters therefore concluded that proper preparations
should be made on the venue, the apparatus and the recruitment
of participants.