title: Effects of study time and meaningfulness on environmental context-dependent recognition.
abstract: In two experiments, we examined whether the size of place-context-dependent recognition decreased with study time and with the meaningfulness of the to-be-remembered materials. A group of 80 undergraduates intentionally studied a list of words in a short (1.5 s per item) or a long (4.0 s per item) study-time condition (Exp. 1). Another 40 undergraduates studied lists consisting of words and nonwords in the long-study-time condition (Exp. 2). After a short retention interval, recognition for the targets was tested in the same or in a different context. Context was manipulated by means of the combination of place, subsidiary task, and experimenter. Significant context-dependent recognition discrimination was found for words in the short-study-time condition (Exp. 1), but not in the long-study-time condition (Exps. 1 and 2). Significant effects were found as well for nonwords, even in the long-study-time condition (Exp. 2). These results are explained well by an outshining account: that is, by principles of outshining and encoding specificity.
authors: Faculty of Informatics, Shizuoka University, 3-5-1 Johoku, Hamamatsu, 432-8011, Japan. isarida@inf.shizuoka.ac.jp
authors: Takeo
authors: T
authors: Isarida
authors: Toshiko K
authors: TK
authors: Isarida
authors: Tetsuya
authors: T
authors: Sakai
mesh_terms: D000328:Adult; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D011897:Random Allocation; D021641:Recognition, Psychology / Q000502:physiology*; D013997:Time Factors; D055815:Young Adult