The spatial and temporal components of a serial position recall task were experimentally manipulated in a study using kindergarten, first grade, and second grade children to determine the factors involved in the primacy effect. (BRT)

Explores the effect of stimulus familiarity on the spatial primacy performance of normal and retarded children. Assumes that serial recall tasks reflect spatial memory rather than verbal rehearsal. (BD)

The present study was designed to investigate the effects of stimulus presentation rate on recall and primacy-recency effects in children. Results indicated that the traditional interpretation of the primacy effect as reflecting long-term memory store may not be valid. (Author/SB)

Effects of action content and verbal codability of stimulus pictures, parental occupational status and verbal intelligence upon nonverbal serial recall were investigated in white first graders. (Author/SB)

This experiment examined the spoken serial recall by adults and second grade children of aurally presented lists of digits, synthetic stop consonants, and synthetic vowels. (SB)