Affiliation:
1. University of Northern Iowa
2. University of Missouri
Abstract
The study investigated the effect of reading order and grade level on forward and backward measures of recall. 168 Ss from three grade levels learned an 8-pair paired-associate list of meaningful words. Word pairs were read either left-to-right or right-to-left. Appropriate practice trials and instructions were given prior to learning the list. Groups at each grade level received a cued recall test in both the A-B and B-A direction after learning the list. Controls also received a free recall test to assess treatment effects on availability of A and B terms. Fifth grade and ninth grade Ss differed significantly from college Ss in A and B term free recall but not A-B and B-A paced recall. Results were discussed in terms of differences in retrieval cues provided by the cued recall task. Associative asymmetry was found for all groups. There was no significant effect for reading order.