It All Along : Contingent Upon Context

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.

By doing so is finding support for hypothesis, “AA reflects a failure to consolidate short-lived encoded information into a durable form of memory” (Chen and Wyble,2016). In other words, AA shows brief information does not become a permanent and stable memory, stored in long-term memory. In order, find supporting evidence the authors performed 5 experiments. The first experiment tested consisted of elimination of AA by having participants report an attribute of the stimulus instead of the location, in order to separate the dependence of AA and location. The results suggested location information of the target was automatically stored. Experiment two tested, if AA only occurred because of the familiarity and repetition of targets However, despite eliminating the familiarities and repetition of targets AA still occurred. Lastly, the last three experiments were identical, but with changes in variables and tested the hypothesis. Experiment 3a results showed a weakening in AA by forcing the participants to consolidate the key attribute into memory. Experiment 3b showed the weakening in 3a was caused by having participants maintaining attributes in memory after delayed tasks. Lastly, 3c provided support the previous experiments in which participants were able to find the

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

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”

The phenomenon of explaining false memory occurrences is rising. Researchers have developed a paradigm known as “Deese-Roediger-McDermott paradigm” in efforts to examine false memories in depth (Dehon, Laroi & Van der Linden, 2011). In the DRM paradigm, participants are introduced to and asked to memorize a list of correlated words congregating towards a vital subject word that is never introduced (Dehon, Laroi & Van der Linden, 2011). The rate that participants recall this false decoy is alarming. Researchers have provided several explanations to explain for the false memories in the DRM paradigm (Dehon, Laroi & Van der Linden, 2011). The two most notable in explaining false memories in the DRM paradigm are the fuzzy-trace theory and the activation/monitoring theory (Dehon, Laroi & Van der Linden, 2011). While the two theories are particularly dissimilar, they both sustain that information developing throughout list encoding attributes an essential part in false memory construction (Dehon, Laroi & Van der Linden, 2011).

However, half of the participants were assigned a File A containing 8 words while the other half were assigned a File A containing 2 words. Furthermore, all the participants were assigned a File B containing 8 words. When the results were analyzed, experimenters discovered that for trials in which File A contained 8 words and trials in which File A contained 2 words, participants that saved File A remembered a significantly larger proportion of the words from File A than participants who did not save File A. Participants that saved a File A containing 8 words also remembered a significantly larger proportion of words from File B than participants who were assigned a File A containing 8 words but did not save it. However, participants that saved a File A containing 2 words and participants who were assigned a File A containing 2 words but did not save it did not significantly differ in the proportion of words they remembered from File B.

The results suggest that our memories are very susceptible to the power of suggestion. We sometimes

The current experiment used a similar deign as Roediger and McDermott’s (1995) false memory experiment. In this 2x2 mixed factorial designed experiment, memory was tested using a word list that was either blocked by five critical words on a particular subject or randomized. Participants were university college students who participated for course credit. There was a significant difference in false memory when the blocked vs. random lists were compared to examine which had more words remembered. The participants who were randomly assigned to the blocked list recalled more words to include actual words and the critical words when compared to those randomly placed in the random word condition. The results revealed that using the blocked lists better facilitated the actual memory and recalled more critical words/false memories.

The human memory is subject to a multitude of errors, including source misattributions, distortion and creation of false memories. In order to do justice to this paper one must first determine what is “False memory”? False memory is memory for an event that did not occur or distorted memory of actual events (Gleaves, Smith, Butler, & Spiegel, 2004). This type of memory has been an area of intense research interest for both theoretical and practical reasons and psychologists have long been interested in memory illusions and distortions, as such errors can inform theories of how the memory works (Hunt & Ellis, 2004).

In this experiment the participants were asked to recall a set of words in a gap period of 4 and 6 seconds. This design helps in the elimination of confusion between the participants present in both groups. Even though some of the variables of the actual experiment were changed, precautions were taken to avoid certain demand characteristics that can cause an alteration in the final results of the experiment. The measures taken were done to inform the participants of the aim of the experiment as well as the importance of their

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 aim of this experiment is to replicate study’s investigation on whether or not context-dependent memory affects a person 's ability to recall a set list of words. Context-dependent memory is the theory that memory is improved when a person is called to remember said information in the same context as when they initially learned it. This experiment is a modification of an experiment done by Katherine Mean and Linden Ball, which tested the effect of music tonality on mood and memory.

In the last half century several theories have emerged with regard to the best model for human memory. In each of these models there was a specific way to help people recall words and

Nearly one-fifth of century ago, numerous researches respecting to false memories have been conducted right after Roedigerand McDermott (1995) reestablished Deese’s (1959) false memory paradigm. The Deese–Roediger–McDermott (DRM) paradigm is designed by exhibiting a word lists with particular concept to participators, the participators were requested to conduct a free remembrance or an identification memory test. The rates of false memories are greater for informal words that are connected than unconnected words with the selected concept. These connected

In the experiment conducted by Gallo, Roberts, and Seamon (1997), the goal was to determine if subjects could avoid the illusion of creating false memories if they were forewarned about the effect. The study included 8 lists, each containing 15 related words. To measure the effects of false recognition, three groups were involved, each having a different set of instructions. The groups were classified as uninformed, cautious, and forewarned. In the uninformed group, subjects were asked to try and remember as many words as possible. However, they were unaware of the false recognition effect. In the cautious group, subjects were also unaware of the effect. The difference being that they were warned to watch out for words that were identical