Effects of Set on the Serial-Position Curve for Typographically-Differentiated Lists

Abstract

The problem was to determine whether typographic differentiation of a list was sufficient to facilitate learning and alter the shape of the serial-position curve, or whether an experimentally-induced set was also important. Three groups learned a list of 12 nonsense-syllables. For a control group this list was printed in black caps, but for two experimental groups the first and last halves of the list were typographically-differentiated. One experimental group (No Set) was simply instructed to learn the list. The other group (Set) was told to learn two lists simultaneously. No facilitation of learning was found for either experimental group. The Set group, however, did produce a distinct, double-bowed curve which reflected significantly fewer anticipatory failures at the middle serial positions. This establishes set as an important factor in the altered serial-position curve for differentiated lists.