The Recency Effect in Psychology

Table of ContentsView AllTable of ContentsUnderstanding Primacy and Recency EffectsHow the Recency Effect WorksExamples of the Recency EffectExplanations for the Recency EffectInfluences on the Recency EffectHow the Recency Effect Impacts Learning

Table of ContentsView All

View All

Table of Contents

Understanding Primacy and Recency Effects

How the Recency Effect Works

Examples of the Recency Effect

Explanations for the Recency Effect

Influences on the Recency Effect

How the Recency Effect Impacts Learning

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The recency effect is the tendency to remember the most recently presented information best. For example, if you are trying to memorize a list of items, the recency effect means you are more likely to recall the items from the list that you studied last.

This is one component of the serial position effect, a phenomenon in which the position of items on a list influences how well those items are recalled.

At a GlanceDo you find it easier to remember the last items on a list or information that you just learning? This happens as a result of the recency effect. Because we can only hold a small amount of information for a short time, those things are more likely to spring to mind quickly because they are still active in memory. Understanding this effect can be helpful when learning new information; focusing on important details when you wrap up your study session can ensure that you remember those things more clearly.

At a Glance

Do you find it easier to remember the last items on a list or information that you just learning? This happens as a result of the recency effect. Because we can only hold a small amount of information for a short time, those things are more likely to spring to mind quickly because they are still active in memory. Understanding this effect can be helpful when learning new information; focusing on important details when you wrap up your study session can ensure that you remember those things more clearly.

Items found at the end of the list that are learned most recently are recalled best (the recency effect), while the first few items are also recalled better than those found in the middle (the primacy effect).

You have probably experienced this effect many times when you try to learn something new. After learning the information, imagine you are immediately given a test covering material to see how much you have retained. What information do you think you will remember the best?

Chances are that you will have a pretty good recall of what you learned last or the most recently. You also likely have a good recall of the first few things you learned. However, you’re much more likely to struggle with the information you covered during the middle of your learning session.

Human Memory

The recency effect is dependent uponshort-term memory. This type of memory, also known as active or primary memory, is the ability to hold a relatively small amount of memory in the mind for a brief period of time.

This information is held and kept active for use, but it is not manipulated. Briefly storing a phone number someone just recited to you for long enough to dial it is a good example of short-term memory.

Short-term memory is limited in terms of both capacity and duration. Most information in short-term memory only lasts between 15 and 30 seconds without active maintenance or rehearsal.Approximately four pieces of information can be held in short-term memory for a brief period.

Perhaps not surprisingly, delaying recall after hearing a list of items has a dramatic impact on the recency effect. A very long delay between learning items and recalling will often completely eliminate this effect.

In other words, the recency effect may occur because you are able to easily remember those items that are still being briefly stored in your short-term memory. If you do not rehearse that information, however, it will quickly be lost and fade from memory.

The recency effect can play a role in many different aspects of daily life.

You may also notice that you have an easier time recalling events from your immediate past than you do things from the distant past. For example, while you might have little trouble remembering what you had for breakfast this morning, recalling what you ate two weeks ago would be much more difficult (or even impossible).

Both the recency and primacy effects are likely the result of memory processes.There are a few explanations for why the recency effect occurs.

Active Memory

One is that the most recent information is still present in active memory. When testing is conducted immediately after learning, any information that was learned last may still be actively held in short-term memory. This increases the accuracy of recall.

Temporal Cues

Another explanation is that temporal cues may also help improve recall of the most recently learned information.If a person rehearses a list and is then tested immediately, temporal context can help cue the recall of the information.

There are also factors that can impact the strength and likelihood of the recency effect occurring. Factors that can influence the occurrence of the recency effect include:

Task Factors

This refers to the task itself as well as how the information is processed. The length of the information presented and how it is presented can influence the recency effect.

If you were presented a very short list of words, for instance, you might find it easy to recall all the items, essentially eliminating the recency effect. A very long list of terms, on the other hand, would be much more likely to produce recency effects.

Processing

Time

If a long period of time elapses between the presentation and rehearsal of the information and recall, the recency effect is dramatically reduced or even eliminated altogether.

Intervening Tasks

Interference can occur if another task or information is presented after the first task. Research has found that if the distracting task takes longer than 15 to 30 seconds, it will eliminate recency effects when trying to recall the original information.

Age

Research suggests that age can also have an impact on the recency effect. In one study, older adults showed reduced retention of middle and recency information on a memory task. The researchers concluded that older adults are less efficient at transferring middle and recent words from short-term tolong-term memory.

As you might imagine, the recency effect can play an important role in the learning process. When you are learning new information, you are most likely to remember the things you study first (the primacy effect) and those you study last (the recency effect).

This means that when tested on the material, you are more likely to forget the things you learned in the middle.

Study Tips

However, there are things that you can do to adapt your study sessions to take advantage of these memory phenomena. As you structure your study time, realize that the period at the beginning and the period at the end are your prime learning times.

Doing this will help cement newly learned information into your memory and minimize the chances of forgetting the things you learned in the middle of your study session.

Teaching Tips

Teachers can also take advantage of the recency effect in how they structure classroom time.The first part of the class should focus on important information. This means skipping over things like basic administrative tasks such as taking attendance and meet-and-greet icebreakers.

The middle section of class might involve a brief break where these formalities might be better attended to. Finally, those last 10 to 20 minutes of the class should focus on circling back to the most important concepts.

Takeaway

The recency effect will play a role in what you learn and recall, but there are things you can do to maximize your memory. Taking steps like breaking up study sessions into shorter periods can help. Spend the last few moments that you focus on something reviewing the most important details.

If you want something you say to stand out in someone’s mind, make sure you convey the most important information right at the end. This can apply to daily conversations, when trying to persuade someone to see things your way, or even during job interviews.First impressionsare also critical, but your parting words can be just as powerful, thanks to the recency effect.

What Is Interference?

8 SourcesVerywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Murre JM, Dros J.Replication and analysis of Ebbinghaus' forgetting curve.PLoS ONE. 2015;(10)7:e0120644.  doi:10.1371/journal.pone.0120644Harvard University: The Derek Bok Center for Teaching and Learning.How memory works.Cowan N.Working memory underpins cognitive development, learning, and education.Educ Psychol Rev. 2014;(26)2:197-223. doi:10.1007/s10648-013-9246-yCortis Mack C, Cinel C, Davies N, Harding M, Ward G.Serial position, output order, and list length effects for words presented on smartphones over very long intervals.J Mem Lang. 2017;(97):61-80.  doi:10.1016/j.jml.2017.07.009Lohnas LJ, Kahana MJ.Compound cuing in free recall.J Exp Psychol Learn Mem Cogn. 2014;(40)1:12-24.  doi:10.1037/a0033698Weiss B, Guse D, Möller S, Raake A, Borowiak A, Reiter U.Temporal development of quality of experience. In: Möller S, Raake A, eds.Quality of Experience. Springer International Publishing; 2014:133-147. doi:10.1007/978-3-319-02681-7_10Griffin JW, John SE, Adams JW, Bussell CA, Saurman JL, Gavett BE.The effects of age on the learning and forgetting of primacy, middle, and recency components of a multi-trial word list.J Clin Exp Neuropsychol. 2017;39(9):900-912. doi:10.1080/13803395.2017.1278746Gregory GH. Herndon LE.Differentiated Instructional Strategies for the Block Schedule. Corwin Press.Additional ReadingBanyard P, Dillon G, Norman C, Winder B.Essential Psychology. SAGE Publications.

8 Sources

Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Murre JM, Dros J.Replication and analysis of Ebbinghaus' forgetting curve.PLoS ONE. 2015;(10)7:e0120644.  doi:10.1371/journal.pone.0120644Harvard University: The Derek Bok Center for Teaching and Learning.How memory works.Cowan N.Working memory underpins cognitive development, learning, and education.Educ Psychol Rev. 2014;(26)2:197-223. doi:10.1007/s10648-013-9246-yCortis Mack C, Cinel C, Davies N, Harding M, Ward G.Serial position, output order, and list length effects for words presented on smartphones over very long intervals.J Mem Lang. 2017;(97):61-80.  doi:10.1016/j.jml.2017.07.009Lohnas LJ, Kahana MJ.Compound cuing in free recall.J Exp Psychol Learn Mem Cogn. 2014;(40)1:12-24.  doi:10.1037/a0033698Weiss B, Guse D, Möller S, Raake A, Borowiak A, Reiter U.Temporal development of quality of experience. In: Möller S, Raake A, eds.Quality of Experience. Springer International Publishing; 2014:133-147. doi:10.1007/978-3-319-02681-7_10Griffin JW, John SE, Adams JW, Bussell CA, Saurman JL, Gavett BE.The effects of age on the learning and forgetting of primacy, middle, and recency components of a multi-trial word list.J Clin Exp Neuropsychol. 2017;39(9):900-912. doi:10.1080/13803395.2017.1278746Gregory GH. Herndon LE.Differentiated Instructional Strategies for the Block Schedule. Corwin Press.Additional ReadingBanyard P, Dillon G, Norman C, Winder B.Essential Psychology. SAGE Publications.

Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.

Murre JM, Dros J.Replication and analysis of Ebbinghaus' forgetting curve.PLoS ONE. 2015;(10)7:e0120644.  doi:10.1371/journal.pone.0120644Harvard University: The Derek Bok Center for Teaching and Learning.How memory works.Cowan N.Working memory underpins cognitive development, learning, and education.Educ Psychol Rev. 2014;(26)2:197-223. doi:10.1007/s10648-013-9246-yCortis Mack C, Cinel C, Davies N, Harding M, Ward G.Serial position, output order, and list length effects for words presented on smartphones over very long intervals.J Mem Lang. 2017;(97):61-80.  doi:10.1016/j.jml.2017.07.009Lohnas LJ, Kahana MJ.Compound cuing in free recall.J Exp Psychol Learn Mem Cogn. 2014;(40)1:12-24.  doi:10.1037/a0033698Weiss B, Guse D, Möller S, Raake A, Borowiak A, Reiter U.Temporal development of quality of experience. In: Möller S, Raake A, eds.Quality of Experience. Springer International Publishing; 2014:133-147. doi:10.1007/978-3-319-02681-7_10Griffin JW, John SE, Adams JW, Bussell CA, Saurman JL, Gavett BE.The effects of age on the learning and forgetting of primacy, middle, and recency components of a multi-trial word list.J Clin Exp Neuropsychol. 2017;39(9):900-912. doi:10.1080/13803395.2017.1278746Gregory GH. Herndon LE.Differentiated Instructional Strategies for the Block Schedule. Corwin Press.

Murre JM, Dros J.Replication and analysis of Ebbinghaus' forgetting curve.PLoS ONE. 2015;(10)7:e0120644.  doi:10.1371/journal.pone.0120644

Harvard University: The Derek Bok Center for Teaching and Learning.How memory works.

Cowan N.Working memory underpins cognitive development, learning, and education.Educ Psychol Rev. 2014;(26)2:197-223. doi:10.1007/s10648-013-9246-y

Cortis Mack C, Cinel C, Davies N, Harding M, Ward G.Serial position, output order, and list length effects for words presented on smartphones over very long intervals.J Mem Lang. 2017;(97):61-80.  doi:10.1016/j.jml.2017.07.009

Lohnas LJ, Kahana MJ.Compound cuing in free recall.J Exp Psychol Learn Mem Cogn. 2014;(40)1:12-24.  doi:10.1037/a0033698

Weiss B, Guse D, Möller S, Raake A, Borowiak A, Reiter U.Temporal development of quality of experience. In: Möller S, Raake A, eds.Quality of Experience. Springer International Publishing; 2014:133-147. doi:10.1007/978-3-319-02681-7_10

Griffin JW, John SE, Adams JW, Bussell CA, Saurman JL, Gavett BE.The effects of age on the learning and forgetting of primacy, middle, and recency components of a multi-trial word list.J Clin Exp Neuropsychol. 2017;39(9):900-912. doi:10.1080/13803395.2017.1278746

Gregory GH. Herndon LE.Differentiated Instructional Strategies for the Block Schedule. Corwin Press.

Banyard P, Dillon G, Norman C, Winder B.Essential Psychology. SAGE Publications.

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