Grant- context dependent memory

• context dependent memory- improved recall of specific information when context the same at retrieving and encoding - effects seen as environment of memory encoded and can be used to enhance retrieval of information
• Smith and Vela- when context is not important context dependent effects are reduced
• Johnston- source monitoring framework- effects of context on memory limited by cognitive factors
• Godden and Baddeley- effects of context on memory greater in recall tests than recognition tests- differences in retrieval processes
• research shows that context dependence may be important for certain situations- studied material - wanted to see if environmental context dependency affects would be found for material and tests taken in school
• observations show students study in very different conditions to their exams and study habits could be harming test results
• aim- show environmental context can have a positive effect on performance when material is studied in a similar environment to the test itself
• lab with independent measures- IV- whether participant read the two page article under silent or noisy conditions, whether participant was tested under matching or mismatching conditions- IVs altered among ppts to create 4 conditions
• DV- participants performance on a short answer recall test and a multiple choice recall test
• 8 members of a psych class as experimenters- each recruited 5 ppts- (40) 1 omitted from analysis. aged from 17-56 years.

  17 female

  23 male
• each experimenter ran one participant for each condition and one extra on one condition- assigned randomly.
• each experimenter had a cassette player and headphones - exact copies made at lunch in uni cafeteria. two page psychoimmuniology article given as reading material.
• ppts then given 10 short answer questions. 16 multiple choice questions which tested memory of points made in the article- questions order reflected points made
• Instructions read out- experiment was a class project and participation was voluntary
• ppts asked to read article once, allowed to highlight and underline
• Informed comprehension would be tested with a short answer test and a multiple-choice test
• all ppts wore headphones- ppts with noise told to ignore it
• reading times recorded- break of 2 min between test and study to minimise recall from short-term memory then short answer then multiple choice test
• at the end of testing ppts debriefed- procedure lasted 30 mins
• data from one ppt excluded due to being 2.5 over SD of group
• ppts in all groups spent roughly the same time studying material
• studying and testing in the same environment produced better results
• concluded: context dependency affects for newly learned meaningful material regardless of test used
• studying and testing in the same environment leads to enhanced performance
• concluded: students likely to do better in exams if they study with a minimum of background noise