title: The effects of recoding and presentation format on recency and suffix effects.
abstract: The primary linguistic theory of Shand and Klima (1981) hypothesizes that stimuli that cannot be directly processed without recoding are not in the primary linguistic mode of the subject and thus should lead to lesser recency and associated suffix effects. In three experiments, different normal hearing subjects learned to pair American Sign Language (ASL) stimuli, visual "quasivocables" (QVs), word-like letter strings, and auditory QVs with common English words. In the first experiment, the subjects were given sequences of ASL or QV stimuli and required to recall the associated words in strict serial order. In two other experiments involving auditory and visual presentation, respectively, subjects who had never been given paired associate training were required to recall the English words that had previously been associated with the ASL and QV stimuli, in a standard suffix paradigm. The results showed recency and suffix effects to be present only with auditorily presented QVs and words. Contrary to the predictions of the primary linguistic hypothesis, greater recency and larger suffix effects were present with the auditory QVs than with the auditory words, although the QVs were not primary linguistic and the task involved forced recoding. Previous results showing recency with ASL stimuli in normal subjects were not replicated. It is concluded that recency and suffix effects are not related either to the primary linguistic mode of the subject or to stimulus recoding, as we and Shand and Klima have defined them.
authors.affiliation: Department of Psychology, Hunter College, New York, NY 10021.
authors.forename: S K
authors.initials: SK
authors.lastname: Manning
authors.forename: L
authors.initials: L
authors.lastname: Koehler
authors.forename: S
authors.initials: S
authors.lastname: Hampton
mesh_terms: D001288:Attention; D006801:Humans; D008369:Manual Communication; D008568:Memory; D008570:Memory, Short-Term; D011939:Mental Recall; D010153:Paired-Associate Learning; D012153:Retention, Psychology; D012691:Serial Learning; D012813:Sign Language