Video context-dependent recall

Smith, Steven M.; Manzano, Isabel

doi:10.3758/brm.42.1.292

Cited by 73 publications

(100 citation statements)

References 57 publications

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“…The effect size of reinstatement was somewhat smaller in the present study, relative to effects found with video contexts (Smith & Manzano, 2010), suggesting that richer contexts, such as those that include sound and motion, may evoke greater contextdependency than we found with still photos of contexts. The context reinstatement effect was marginally greater for incidental contexts than for supportive contexts.…”

Section: Discussioncontrasting

confidence: 91%

“…Studies where recall was better under context-reinstated conditions used various manipulations of environmental contexts, including underwater vs. on dry land (Godden & Baddeley, 1975), different laboratory rooms (McDaniel, Anderson, Einstein, & O'Halloran, 1988;Smith, 1979;Smith, Glenberg, & Bjork, 1978), and videos of environments (Smith, Handy, Angello, & Manzano, 2014;Smith & Manzano, 2010). Although Smith and Vela's meta-analysis (2001) showed that physical environmental manipulations have reliable effects on memory, the average effect size for such studies is modest (d = 0.28); in contrast, context reinstatement effect sizes for videos of environmental contexts are large (d > 1.0).…”

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confidence: 99%

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The crutch of context-dependency: Effects of contextual support and constancy on acquisition and retention

Smith

Handy

2015

Memory

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Paired associates (Tagalog-English word pairs) were studied and practiced with pairs superimposed over pictorial contexts, and tested with no context cues. On every retrieval practice (RP) incidental or conceptually supportive contexts were repeatedly shown with the same pair (constant context condition), or else new contexts were shown on every RP trial (varied context condition). Incidental contexts in the constant condition and supportive contexts in both constant and varied context conditions facilitated practice scores, but left learning susceptible to forgetting when context cues were not provided. In contrast, varying incidental contexts during practice resulted in slower acquisition, but greater retention in the absence of context cues. The results show that varying incidental contexts during practice can be a desirable difficulty.

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Section: Discussioncontrasting

confidence: 91%

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confidence: 99%

The crutch of context-dependency: Effects of contextual support and constancy on acquisition and retention

Smith

Handy

2015

Memory

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“…Reinstating the encoding context did not modulate either memory performance or ERPs, which could result from a number of different mechanisms, including encoding processes such as overshadowing or retrieval processes such as outshining, which reduce the effectiveness of reinstated context cues (Smith, 1988; Smith & Manzano, 2010). Overshadowing occurs when contextual cues are less effective because multiple targets (e.g., words) are encoded in the same context during encoding (overloaded cue).…”

Section: Discussionmentioning

confidence: 90%

Encoding and reinstatement of threat: Recognition potentials

Weymar

Bradley

Hamm

et al. 2014

Neurobiology of Learning and Memory

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On a recognition test, stimuli originally encoded in the context of shock threat show an enhanced late parietal positivity during later recognition compared to stimuli encoded during safety, particularly for emotionally arousing stimuli. The present study investigated whether this ERP old/new effect is further influenced when a threat context is reinstated during the recognition test. ERPs were measured in a yes-no recognition test for words rated high or low in emotional arousal that were encoded and recognized in the context of cues that signaled threat of shock or safety. Correct recognition of words encoded under threat, irrespective of reinstatement, was associated with an enhanced old-new ERP difference (500–700 ms; centro-parietal), and this difference was only reliable for emotionally arousing words. Taken together, the data suggest that information processed in a stressful context are associated with better recollection on later recognition, an effect that was not modulated by reinstating the stressful context at retrieval.

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“…Despite the clear rationale underlying these predictions, as well as the fact that context-mediated facilitation of target memory is widely found when tested by free or cued recall (e.g., Parker, & Gellatly, 1997;Smith, & Manzano, 2010), CEs are difficult to produce reliably in recognition experiments (Hollingworth, 2006;Smith, & Manzano, 2010;Rutherford, 2000). Inconsistencies between studies that report CEs in recognition memory (e.g., Hollingworth, 2006;Russo, Ward, Geurts, & Scheres, 1999) and others that do not (e.g., Godden, & Baddeley, 1980;Murnane, & Phelps, 1993 contributed to Hanczakowski et al, (2014) proposition that while context reinstatement does reliably affect recognition processes, the effect is subtle and therefore not always detected by the presumably insensitive measure of recognition discrimination.…”

Section: Introductionmentioning

confidence: 99%

In a context of time: the impact of delay and exposure time on the emergence of memory context effects

Bloch

Vakil

2015

Psychological Research

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Research on context-mediated facilitation of recognition memory distinguishes between the effects of reinstating the exact same context previously associated with a target and a context that is familiar but not directly associated with the target. As both effects are difficult to produce reliably in recognition experiments, attention has turned to measures that may explain inconsistencies, such as the extent to which instructions encourage association between targets and contexts. The aim of the current study was to examine the distinctive and interactive effects of three factors that may lead to variability in context effects (CEs), namely type of instructions given at learning, delay between learning and test, and exposure time for targets and contexts at learning. Using a comprehensive paradigm developed by Vakil and colleagues, with photographs of faces serving as target and context stimuli, both exposure time and delay were shown to be associated with the occurrence of CEs and appeared to interact with one another in determining the nature of these effects. Unlike several previous studies, false alarms did not increase when foils were presented with familiar contexts. Also unexpectedly, the instruction manipulation did not appear to strengthen target-context binding. It may instead have increased attention to contexts at the expense of targets, as suggested by the finding that direct memory for context improved under associative instruction conditions. Overall, the study demonstrates the importance of understanding and controlling various factors that may potentially influence the emergence of both reinstatement and familiarity-based CEs, among them exposure time and learning-to-test delay.

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Video context-dependent recall

Abstract: Many theories of episodic memory include mechanisms involving contextual processes, such as contextual associations and contextual cuing (e.g.,

Cited by 73 publications

References 57 publications

The crutch of context-dependency: Effects of contextual support and constancy on acquisition and retention

The crutch of context-dependency: Effects of contextual support and constancy on acquisition and retention

Encoding and reinstatement of threat: Recognition potentials

In a context of time: the impact of delay and exposure time on the emergence of memory context effects

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