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The suffix effect is a cognitive bias that affects how information is remembered, particularly when it comes to lists and sequences. It refers to the phenomenon where the recall of the last items in a list is impaired when a distracting suffix is added immediately after the list. This effect highlights the intricacies of memory mechanisms, especially concerning auditory stimuli.
The suffix effect operates by adding a non-essential auditory element at the end of a series of items, which then interferes with the recency effect—the tendency for individuals to better recall the last items in a list. When a neutral auditory cue, like 'okay' or 'go', is added after the list, it disrupts the brain’s ability to cleanly process and store the final items. This suggests that memory, particularly for auditory information, can be disrupted by subsequent, redundant stimuli that compete for cognitive resources.
The suffix effect can lead to decreased accuracy in memory recall of important information following an auditory distraction. This can affect areas requiring precise recall of lists, such as instructions or orders, impacting everything from everyday communication to academic and professional settings.
To counteract the suffix effect, it can be beneficial to minimize unnecessary auditory distractions after presenting a list. Additionally, emphasizing the importance of the final items or employing visual aids can help maintain focus on the key elements. Practicing active listening and using mnemonic devices can also help in retaining information despite distractions.
Critics of the suffix effect argue that its real-world applicability is limited, as most real-life situations do not involve perfectly silent environments or strictly auditory information. Additionally, individual differences such as language proficiency and working memory capacity can influence susceptibility to the effect, which may not be adequately considered in blanket assessments.
The suffix effect: Attentional inhibition of recall of the final items
Crowder, R. G. (1973)
Cognitive Psychology, 5(4), 525-536
The use of auditory and phonetic memory by children
Cowan, N., & Morse, P. A. (1986)
Journal of Experimental Child Psychology, 41(3), 379-391