Many theories of episodic memory include mechanisms involving contextual processes, such as contextual associations and contextual cuing (e.g.,

Three experiments examined the prediction that context cues which are similar to study contexts can facilitate episodic recall, even if those cues are never seen before the recall test. Environmental context cueing effects have typically produced such small effect sizes that influences of moderating factors, such as the similarity between encoding and retrieval contexts, would be difficult to observe experimentally. Videos of environmental contexts, however, can be used to produce powerful context-dependent memory effects, particularly when only one memory target is associated with each video context, intentional item-context encoding is encouraged, and free recall tests are used. Experiment 1 showed that a not previously viewed video of the study context provided an effective recall cue, although it was not as effective as the originally viewed video context. Experiments 2 and 3 showed that videos of environments that were conceptually similar to encoding contexts (e.g., both were videos of ball field games) also cued recall, but not as well if the encoding contexts were given specific labels (e.g., "home run") incompatible with test contexts (e.g., a soccer scene). A fourth experiment that used incidental item-context encoding showed that video context reinstatement has a robust effect on paired associate memory, indicating that the video context reinstatement effect does not depend on interactive item-context encoding or free recall testing.

No abstract

Three experiments examined the role of salience in predicting superior memory for incongruent or odd items (the isolation effect). We tested the hypothesis that encoding salience emerges over the course of the encoding episode and predicts the isolation effect. In Experiment 1 participants studied lists of unrelated items and lists of categorized items containing an isolated item (from a different semantic category) that was presented either early or late in the list. Participants made delayed judgements of learning (JOLs) for studied items and were then given a free recall test. Results showed that participants had superior recall for the isolated items regardless of their list position and that delayed JOLs predicted this effect for both early and late isolation conditions. Experiment 2 replicated this delayed JOL effect using a different isolation paradigm that used only a single study list. Experiment 3 examined the specific mechanism by which isolated items become salient over the course of encoding and demonstrated that isolated items become salient as knowledge of the list structure unfolds. Results from these studies suggest that isolated items become salient over the course of the study episode, and that this salience predicts the isolation effect in memory.

Three experiments tested whether brand‐name products placed in a short story would be more often selected when two identical products with different brand names were presented in either a picture or text format in forced choice purchase intention and placement recognition tests. In Experiments 1a and 1b, there was no significant influence of product placement in a pictorial purchase intention task. However, in Experiments 2a and 2b, a reliable and equal level of recognition memory was observed, regardless of whether the products were presented in a picture (Exp. 2a) or text (Exp. 2b) format. In Experiment 3, the products were presented in a text format in the purchase intention task and participants more often and more quickly chose the brand‐name product from the story. At a practical level, these results suggest some limits to the usefulness of product placement in text.