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Abstract
In order to evaluate the effect of the duration and the interval between stimuli on learning sequences of position in an immediate serial recall task, an experiment was carried out in which 24 undergraduate students divided into two groups participated. The first group was exposed to a condition in which the duration of each of the events was increased while the interval between occurrences was kept constant; the second group was exposed to the inverse condition by increasing the interval between occurrences and keeping the duration constant. No substantial differences between groups were identified in the results. However, in both conditions, the participants required fewer trials to learn the sequence compared to a previous study in which the same task and procedure were used, which suggests a facilitating effect of the increase in the values of the manipulated variables. The results are discussed based on previous research on the temporal isolation effect and clustering strategies for coding sequences.References
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