Effects of environmental context changes on memory

Dolinsky, Richard; Zabrucky, Karen M.

doi:10.3758/bf03329998

Cited by 9 publications

(10 citation statements)

References 13 publications

(25 reference statements)

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“…The serial position analysis for the recall of the word list in this study replicated the results of Nixon & Kanak (1981) and Dolinsky & Zabrucky (1983) for the primacy items. The primacy items were better recalled in the different-context condition than in the same-context condition.…”

Section: Discussionsupporting

confidence: 73%

“…However, the results for the recency items in this experiment were not the same. The same-context group did not outperform the different-context group on the recency items in this experiment, as was the case in the experiments by Nixon & Kanak (1981) and Dolinsky & Zabrucky (1983). However, the presentation of the words in booklet format in this experiment may have contributed to this difference in findings.…”

Section: Discussioncontrasting

confidence: 52%

“…Dolinsky & Zabrucky, 1983;Eich, 1985;Fernandez & Glenberg, 1985;Nixon & Kanak, 1981). The basic methodology used by Smith in his various investigations is quite similar to that used in the present study, but one difference that may be particularly relevant is that in most of his investigations in which the environmental reinstatement effect has been directly tested (Smith, 1979, Expts 1, 2, 3;Smith, 1985, Expts 1, 2 ;Smith, 1986, Expts 1, 2, 3; Smith et al, 1978, Expts 2, 4) Smith has included a test on part of the list as part of the encoding phase of the study.…”

Section: Discussionmentioning

confidence: 99%

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Evidence of a negative environmental reinstatement effect

Wilhite

1991

British J of Psychology

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Experiment 1 investigated the suggestion that the effect of reinstating the encoding environment at the time of memory retrieval is most likely to influence performance positively when other retrieval cues are not readily available. It was predicted that a positive environmental reinstatement effect would be more likely in college students' memory for a list of words presented in booklet format than for a passage of prose because the inherent organizational structure of the passage would provide a framework for retrieval and make environmental cues relatively unimportant. However, recall of both types of material was greater in the condition in which study and test took place in different environments (p < ·05). In Expt 2, this same negative environmental reinstatement effect was found using auditory presentation of the word list (p < ·05). The results suggest that reinstating the encoding context at the time of retrieval may under certain conditions prompt reliance on overloaded environmental cues at the expense of other potentially more effective retrieval strategies.

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Section: Discussionsupporting

confidence: 73%

Section: Discussioncontrasting

confidence: 52%

Section: Discussionmentioning

confidence: 99%

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Evidence of a negative environmental reinstatement effect

Wilhite

1991

British J of Psychology

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“…Within the past 15 years theoretical and empirical research interest in the phenomena of the context effect upon memory has grown rapidly among researchers in human cognition (e.g. Block, 1982;Block and Reed, 1978;Canas and Nelson, 1986;Dolinsky and Zabrucky, 1983;Eckert, Kanak, and Stevens, 1984;Hintzman, Block, and Summers, 1973;Humphreys, Pike, Bain, and Tehan, 1988;Glenberg, Bradley, Kraus, and Renzaglia, 1983;Nixon andKanak, 1981,1985;Rothkopf, Fisher, and Billington, 1982;Smith, 1979Smith, , 1982Smith, , 1984Smith, , 1985aSmith, ,b, 1986Smith, Glenberg, and Bjork, 1978;Smith and Rothkopf, 1984;Smith, Vela, and Williamson, 1988), as well as those interested in animal learning and cognition (e.g. Balaz, Copra, Hartl, and Miller, 1981;Bouton and Bolles, 1979;Grau and Rescorla, 1984;Jobe, Mellgren, Feinberg, Littlejohn, and Rigby, 1977;Lovibond, Preston, and Mackintosh, 1984;Riccio, Richardson, and Ebner, 1984;Spear, 1973;1978;Wickens, Tuber, and Wickens, 1984;and Zentall, 1970).…”

mentioning

confidence: 99%

PI and RI in serial learning as a function of environmental context

Kanak¹,

Stevens²

1992

Applied Cognitive Psychology

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The influence of the environmental context upon serial learning was investigated in a PI design in Experiment 1 and an RI design in Experiment 2. Either one or four lists learned either before or after the critical list were used to manipulate PI or RI, respectively. Learning the critical list in the same room as the interference-inducing lists or in a different room provided the first context manipulation. The second context factor involved relearning the critical list in the same room as it was learned 24 hours earlier, or in a different one. In the PI study the early and middle thirds of the list were affected by context in original learning. In relearning, correct responses over the first two trials differed both as a function of number of prior lists learned and of original learning context. With RI, fewer trials to relearn were required by a condition involving facilitating context manipulations, relative to a neutral context, and a competing context condition was inferior. The results are largely consistent with predictions derived from the interference theory of forgetting and traditional associative learning theory.

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“…In practice, however, EC effects are not readily obtained, even though room environments in experiments that have considered EC effects have often been made as noticeably different from each other as possible (Dolinsky and Zabrucky, 1983;Eckert, Kanak and Stephens, 1984;Greenspoon and Ranyard, 1957;Mayes, Meudell and Som, 1981;Smith, 1979Smith, , 1985b.…”

Section: General Introductionmentioning

confidence: 99%

Moveable Cues: a Practical Method for Reducing Context-Dependent Forgetting

Parker

Gellatly

1997

Appl. Cognit. Psychol.

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In three experiments subjects studied a list of words under incidental learning conditions. Their explicit memory was tested using free recall. Relearning to criterion was also measured in Experiment 3. Testing took place at intervals after the study period of either 1 hour or 48 hours, and in the same or in a different environment. In all experiments either one or two ambient environmental context cues were present at study, which were then either present or not present at test. Ambient cues were found to reduce context‐dependent forgetting, and practical uses of this method in applied settings are discussed. © 1997 by John Wiley & Sons, Ltd.

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Effects of environmental context changes on memory

Cited by 9 publications

References 13 publications

Evidence of a negative environmental reinstatement effect

Evidence of a negative environmental reinstatement effect

PI and RI in serial learning as a function of environmental context

Moveable Cues: a Practical Method for Reducing Context-Dependent Forgetting

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