title: [Environmental context effects of background colors on recognition memory].
abstract: Three experiments examined whether or not switching study background-color contexts among target words at testing reduces word-recognition performance. These experiments also examined whether or not presentation rate--one of the determinants of item strength--interacted with background-color context. Undergraduates learned 40 target words presented at a rate of 1.5 or 3.0 seconds per word in one of two background-color contexts in Experiment 1, and in one of ten contexts in Experiments 2 and 3. Recognition of the targets was tested by mixing 40 distractor words with the targets immediately after the learning session in Experiments 1 and 2, and with a 5-minute filled retention interval in Experiment 3. Experiment 1 failed to find background-color context effects on recognition, but Experiments 2 and 3 successfully found the context effects. Presentation rate did not interact with the context effects. The results conflict with the ICE theory. The implications of the present findings are discussed.
authors.affiliation: Department of Information Arts, Faculty of Information, Shizuoka University, Johoku, Hamamatsu. 432 8011
authors.forename: Takeo
authors.initials: T
authors.lastname: Isarida
authors.forename: Kousuke
authors.initials: K
authors.lastname: Ozecki
mesh_terms: D000328:Adult; D003116:Color; D004777:Environment; D006801:Humans; D008568:Memory / Q000502:physiology*; D021641:Recognition, Psychology / Q000502:physiology*; D014936:Word Association Tests