Effects of simple- and complex-place contexts in the multiple-context paradigm.
In four experiments, a total of 384 undergraduates incidentally learned a list of 24 nouns twice in the same context (same-context repetition) or different contexts (different-context repetition). Free recall was measured in a neutral context. Experiments 1, 2, and 3 used a context repetition (same- or different-context repetition) × inter-study and retention intervals (10 min or 1 day) between-participants design. Context was manipulated by the combination of place, social environment, and encoding task (Experiment 1), place and social environment (Experiment 2), or place alone (Experiment 3). Experiment 4 used a context repetition × type of context (context manipulated by place or by place, social environment, and encoding task) between-participants design, with a 10-min inter-study interval and a one-day retention interval. The present results indicate that the determinant of the superiority of same- or different-context repetition in recall is the type of context. Implications of the results were discussed.
Isarida
Takeo
T
Shizuoka University, Hamamatsu, Japan. isarida@inf.shizuoka.ac.jp
Isarida
Toshiko K
TK
D000704:Analysis of Variance; D004777:Environment; D006801:Humans; D007858:Learning / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology*; D012153:Retention, Psychology / Q000502:physiology*; D013334:Students; D013997:Time Factors; D014495:Universities; D014825:Vocabulary