Next-in-line effect

The Next-in-line effect is a cognitive bias where individuals have a diminished ability to remember information presented immediately before their turn to perform or speak, such as when they are in line to give a presentation or speak in a meeting.

How it works

This phenomenon occurs because of the anxiety or anticipation related to being next-in-line, which disrupts the encoding of information into memory. The cognitive resources required to prepare one's own actions or words draw attention away from processing and storing the incoming information.

Examples

A student in a classroom is unable to remember the comments of the person speaking just before them when it is their turn to speak.
During a round-robin introduction at a meeting, attendees often forget the introduction of the person who spoke immediately before them.

Consequences

Important information can be overlooked or forgotten during meetings or presentations.
Team collaboration and communication may suffer when critical details are missed.
Learning and retention of information may be impaired in educational settings.

Counteracting

Practicing mindfulness and relaxation techniques to reduce anxiety before speaking.
Taking notes or recording important points to review later.
Focusing on active listening techniques, such as summarizing what others have said before speaking.

Critiques

Some researchers argue that the Next-in-line effect may not be universally applicable and might vary significantly based on individual differences such as personality traits and prior experience.
The effect is sometimes seen as a byproduct of measurement artifacts rather than a distinct cognitive phenomenon.

Fields of Impact

Psychology & Social Science

Education & Learning Technologies

Also known as

Next-up bias

Pre-performance memory lapse

Relevant Research

The Next-in-line Effect.
Brenner, M. (1973)
American Journal of Psychology
The Effects of Anticipatory Anxiety on Memory: The Next-in-Line Effect Revisited.
Wallace, W. P. & Baumeister, R. F. (2002)
Journal of Experimental Psychology

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