Abstract
Lists of 24 unrelated words were learned under conditions varying in sequential consistency of input order across successive trials, and under blocked ('grouping') presentation of 4-word subsets as well as under typical successive presentation. Sequential consistency and presentation did not interact with each other but showed very different patterns. Increased sequential consistency produced better free recall and more output-output organization, as well as decreased priority of recall of newly learned items. Blocked and successive presentation did not produce different levels of free recall, but blocked presentation produced more input-output as well as output-output organization, less priority of newly learned items, and stronger primacy and recency effects. Input order is concluded to be an important general determinant of organization in free recall.
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