The Influence of Context and Perceptual Clues on Memory Recall.

The current study was created to retest reproducibility of Slamecka and Graf results about participants remembering words better when they generated the words than when they read the words in a sample of undergraduate students at Texas A&M University (Slamecka and Graf, 1978). Nineteen undergraduate students at Texas A&M University participated in an experiment where one group was given a set of words and were told to memorize the words. The other group was given one word and the first letter of the second word and was told to generate the second word. It was hypothesized that the group with the participants who generated the second word would remember those sets of words better than the other group. Results showed that the group who generated the second word significantly memorized the words better, the p value being < .05. More in depth explanations involving more variables are discussed such as the five rules, or the within subjects, and their effect on the generation effect as well as future directions.

The purpose of this study was to test context-dependent memory, which refers to a pattern where recall is improved when the environment of recall is the same as the environment of learning. To study context-dependent memory, psychologists conducted two experiments. One experiment required divers to learn a list of words either underwater or on land. These divers then had to recall the list of words either in the same environment or the alternative environment. The second experiment tested whether the disruption caused by changing environments influences recall. Two groups of divers learned a list of words on land, changed environments, and returned to land to recall the list of words. These results were compared to the results of two groups of divers who learned the list on land and recalled the list on land without interference.

Purpose: The purpose of the experiment was to see if there was any correlation between the spatial presentation of stimuli and a change in comprehension and memorizing information.

15. The purpose of this study is to assess the effects of speed on the recall of abstract and concrete words. The hypothesis of this research is that words heard at normal speed will be easier recalled then those heard at a fast speed.

Context-dependent memory is the concept that things are often best recalled in the same environment that they were learned. Smith and Vela (2001) provide four hypotheses as to how context-dependent memory works. They appear as follows; “reinstatement” is the idea that memory is better when testing occurs in a reinstated environment as opposed to a different environment (Smith & Vela, 2001) and this is true across all studies (Smith & Vela, 2001), “outshining” implies that non contextual cues when used for guiding memory often diminish or eliminate the effects of contextual cues (Smith & Vela, 2001), “Overshadowing” is the concept that “if one’s incidental environmental context is suppressed during learning, then environmental information will not be encoded and stored in memory, thereby reducing or eliminating effects of experimenter-manipulated environments on memory” (Smith & Vela, 2001), and finally “mental reinstatement”

A fact that cannot be denied is that human beings rely on their memory a lot, not only to remember special events or memorise facts that have been learned but also to recall processes and routines executed on a daily basis. Memory can be defined as a system that processes information in the mind, which consists of three stages; namely encoding, storage, and retrieval (Farlex Partner Medical Dictionary, 2012). Encoding refers to the receiving and modification of an informational stimulus so that it can be embedded in the memory. Storage is the next memory stage, in which information is retained and kept available until it is needed again. Information is more likely to be stored in the long term if it is continuously used and rehearsed. The

Students will recall these kinds of memories because they were semantically encoded, and semantic encoding increases the likelihood of retrieving memories. participants recall these memories without

The purpose of this experiment is to demonstrate that people can forget what they have just previously remembered. People are more likely to recall a stimulus correctly if the context is the same as previously presented; people are more likely to forget if the context is different. Participants were St. Francis Xavier University undergraduate students in Cognitive Psychology. There were three different phases of the experiment; Phase I: a series of 44 word-pairs was presented. Participants read the words silently; Phase II (cued-recall): a cue-recall test was imposed. Participants were to recall a word that matched the cue presented; Phase III (memory judgment): a cue and parget-pair were displayed. Participants were to remember whether they had recalled the target previously in Phase II. It was found that there is a statistically highly significant difference between conditions “same” and “different”, F(1,46) = 139.7, p < .001, indicating that our memories are often contingent upon context.

The aim of this study was to investigate the impacts of chunking information on memory recall, testing the hypothesis “chunking or categorization has a positive effect on memory recall”. The undergraduate Psychology students (648) from Western Sydney University partook in this experiment. Participants were given a list of random and chunked words respectively and were asked to recollect as many words as possible. The lists contained 25 words with the first word list arranged randomly and the chunked list consisting of 5 distinct groups containing 5 words each. The results from the experiment exhibited a notable difference between the number of words recollected from the two lists, supporting the proposed hypothesis as well as previous

The participant is permitted to use any form of memory strategies available. The independent variables are the letters being presented and its serial positioning. The dependent variable is the proportion of times each letter is recalled.

The aim of this study was to examine the influence of contextual schema on the recall a passage. I tested this by reading a passage to two groups of participants. In this experiment we were testing if content affected recall so the image was the independent variable and the dependent variable was the amount of phrases recalled. This experiment uses an independent sample design, and participants were gathered by an opportunity sample of students, 11th and 12th graders at Atlantic High School. The participants were divided into random groups. Group one was given the picture and heard the story while the other group only heard the story.The results of the participants with context had a mean of 3.625. The group without context had a mean of 3. Therefore, the conclusion of this experiment indicates that having context affects the recall of information. Having content such as the image used, makes memory retrieval easier. Having context gives the user extra help for remember the information.

A meta-analysis of the literature on environmental context-dependent memory by Smith and Vela has suggested that in cases where contextual information is not particularly salient, context-dependent effects on memory are reduced. Similarly, this meta-analysis suggests that reinstatement of context can be achieved not only by physically returning to the encoding environment, but also by mentally visualizing that environment.

Memory is used in our everyday lives and in everything we do. The goal of this experiment is to In the observations that were held in this project Is going to consist of long term and short term memory. The two study participants are Subject 1 and Subject 2. They were given two words each day for 4 days. This experiment substantiates that unless you have photographic memory, then you have to study

This experiment is a laboratory analog of the “forgot it all along” effect, which is one of the explanations of the failure by people to remember what they had previously remembered. This is an explanation commonly used in the cases of psychotherapy patients who have claimed to recover memories. During the three phases of this experiment, in which an individual will see a cue and target word pair, have a cued recall test, and then a memory judgment task, it demonstrates the capability of people forgetting what they once remembered.

Traditionally, when looking at testing, tests have been used to measure learning and the increase in research shows that the tests themselves are learning events. The retrieval processes is set off by the tests and intensifies subsequent recall at times more than similar opportunities to restudy the information in question, often however, interactions such as re-studying seems to be better and more beneficial than the short-term testing whereas, long term advantage shows up at longer intervals (e.g.; Thompson. al,1978) and the benefits were shown to have increased for subsequent free recall or cued recall testing, when compared to tests that are not depended on recall process such as tests for recognition and/or primary meaning when a