Enhancement of recall using multiple environmental contexts during learning.
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abstract
Distributing the presentation of sublists of words into multiple learning rooms produced better free recall scores than a single learning room condition for subjects who were given a comprehensive recall test in a new environment. No such effects occurred on recognition or list differentiation tests in Experiment 2, implying a retrieval explanation rather than one relying upon learning or list differentiation effects. Experiment 3 found that the contextual dependence of recall li.e., recall tested in a learning context is better than recall tested in a new context was nullified by using multiple learning rooms, rather than a single room for input. The data are consistent with an explanation that states that the multiple learning rooms become associated with the different sublists during learning and subsequently act as memory landmarks that guide the course of retrieval. 1982 Psychonomic Society, Inc.
