Effects of environmental context manipulated by the combination of place and task on free recall

Isarida, Takeo; Isarida, Toshiko

doi:10.1080/759369120

Cited by 8 publications

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“…For the present experiments, we used complex-place context (i.e., manipulating place, subsidiary task, and experimenter), which could have raised the hit levels more than would be found for simple-place contexts. As we discussed before, complex-place contexts can produce greater context-dependent effects than do simpleplace contexts (e.g., Isarida & Isarida, 2004;Smith & Vela, 2001). …”

Section: Discussionmentioning

confidence: 77%

“…Place-context-dependent effects have been consistently found for recall (e.g., Godden & Baddeley, 1975;Isarida & Isarida, 2004;Smith & Vela, 2001). Such effects in recall have been conceptualized as part of a body of evidence supporting the encoding specificity principle, because these effects are clearly explained by this principle.…”

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confidence: 99%

“…Empirically, context manipulated by means of place and experimenter has been found to produce more reliable context-dependent effects than does a simple place manipulation (Smith & Vela, 2001). Additionally, context manipulated by means of place and subsidiary task has been found to produce a significant context-dependent effect, even when place alone did not produce such an effect (Isarida & Isarida, 2004). Isarida and colleagues have consistently found reliable context effects with combined manipulations of place and other elements, such as experimenter, subsidiary task, and background music (see, e.g., Isarida, 1992aIsarida, , 2005Isarida & Isarida, 2006;Isarida & Morii, 1986).…”

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confidence: 99%

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Effects of study time and meaningfulness on environmental context-dependent recognition

Isarida

Isarida²,

Sakai

2012

Mem Cogn

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In two experiments, we examined whether the size of place-context-dependent recognition decreased with study time and with the meaningfulness of the to-beremembered 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 shortstudy-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.

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Section: Discussionmentioning

confidence: 77%

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confidence: 99%

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confidence: 99%

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Effects of study time and meaningfulness on environmental context-dependent recognition

Isarida

Isarida²,

Sakai

2012

Mem Cogn

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“…Our approach is not radically different from other context manipulations in which target words were associated with contexts at study and in which the targets were cued at test (e.g., Dulsky, 1935;Isarida & Isarida, 2004;Murnane & Phelps, 1994;Rutherford, 2004;Weiss & Margolius, 1954). Providing memory cues at test, as was done in these studies, is an experimental method with a long history (e.g., Calkins, 1896;Thomson & Tulving, 1970;Tulving & Osler, 1968).…”

Section: Texas Aandm University College Station Texasmentioning

confidence: 99%

“…In one classic study, scuba divers heard a list of words while they were either underwater or on dry land; recall was better when the divers were tested in the same environment in which encoding occurred than when they were tested in a different environment (Godden & Baddeley, 1975). A number of researchers have used room manipulations to examine the effects of context reinstatement (e.g., Fernandez & Glenberg, 1985;Isarida & Isarida, 2004; S. M. Smith, 1979; S. M. Smith et al, 1978). In these experiments, the participants studied lists of words in one laboratory room and recalled the words either in another perceptually distinct room or in the same room in which encoding took place.…”

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confidence: 99%

Video context-dependent recall

Smith

Manzano

2010

Behavior Research Methods

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Effects of Simple- and Complex-Place Contexts in the Multiple-Context Paradigm

Isarida

Isarida²

2010

Quarterly Journal of Experimental Psychology

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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.

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Effects of environmental context manipulated by the combination of place and task on free recall

Cited by 8 publications

References 0 publications

Effects of study time and meaningfulness on environmental context-dependent recognition

Effects of study time and meaningfulness on environmental context-dependent recognition

Video context-dependent recall

Effects of Simple- and Complex-Place Contexts in the Multiple-Context Paradigm

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