I believe that Dallett & Wilcox in 1968 addressed the reduction of PI
through context change, and the following older one addresses RI. There was
one in the 50s by Greenspoon and Ranyard that may have addressed the same
issues. In general, this is fairly established in the world of context,
even though people usually use the "study in the same place where you take
the test" example for the effects of context reinstatement. One of the main
differences is the idea that if you study multiple sets of information you
don't want them all to be recalled (producing interference) when you are
only tested on one of the sets.
Authors:Bilodeau, Ina
Mcdonald<javascript:__doLinkPostBack('','ss%7E%7EAR%20%22Bilodeau%2C%20Ina%20Mcdonald%22%7C%7Csl%7E%7Erl','');>
Schlosberg,
Harold<javascript:__doLinkPostBack('','ss%7E%7EAR%20%22Schlosberg%2C%20Harold%22%7C%7Csl%7E%7Erl','');>
Source:Journal of Experimental
Psychology<javascript:__doLinkPostBack('','ss%7E%7EJN%20%22Journal%20of%20Experimental%20Psychology%22%7C%7Csl%7E%7Erl','');>,
Vol 41(3), Mar, 1951. pp. 199-204.Page Count:6Publisher:US: American
Psychological Association.Other Journal Titles:Journal of Experimental
Psychology: GeneralOther Publishers:US: Psychological Review
CompanyISSN:0022-1015
(Print)Language:EnglishKeywords:retroactive inhibition; paired-associate
learning; recallAbstract: Two "experiments were designed to test the
hypothesis that retroactive inhibition would be decreased if the similarity
between the environments in which original and interpolated learning took
place was reduced… ." The original learning consisted of eight repetitions
of ten paired-associate adjectives, which were relearned in the original
('standard') learning situation, following 8 min. of interpolated activity…
. The results… showed that the interpolated list lost approximately half its
retroactive effect on recall if learned under conditions markedly different
from those of original learning." (PsycINFO Database Record (c) 2010 APA,
all rights reserved)
On Mon, Sep 6, 2010 at 7:04 PM, Paul C Bernhardt
<[email protected]>wrote:
>
>
> I think this may be it:
> Environmental context and human memory.Authors:Smith, Steven M., U
> Wisconsin, Madison
> Glenberg, Arthur
> Bjork, Robert A.Source:Memory & Cognition, Vol 6(4), Jul, 1978. pp.
> 342-353.Page Count:12Publisher:US: Psychonomic Society.ISSN:0090-502X
> (Print)Language:EnglishKeywords:environmental context, memory, college
> studentsAbstract: In Exp I, with 16 undergraduates, variability of input
> environments produced higher free recall performance than unchanged input
> environments. Exp II (24 Ss) showed improvements in cued recall when storage
> and test contexts matched, using a paradigm that unconfounded the variables
> of context mismatching and context change. In Exp III (20 Ss), recall of
> categories and words within a category were better for same- than
> different-context recall. In Exp IV, 112 Ss given identical input conditions
> showed strong effects of environmental context when given a free recall
> test, yet showed no main effects of context on a recognition test. The
> absence of an environmental context effect on recognition was replicated in
> Exp V (64 Ss), using cued recognition to control the semantic encodings of
> test words. In the discussion, environmental context is compared with other
> types of context, and an attempt is made to identify the memory processes
> influenced by environmental context. (34 ref) (PsycINFO Database Record (c)
> 2010 APA, all rights reserved)
>
> Paul C Bernhardt
> Frostburg State University
> Frostburg, MD, USA
> pcbernhardt[at]frostburg[d0t]edu
>
>
>
> On Sep 6, 2010, at 7:36 PM, Annette Taylor wrote:
>
>
>
> Does anyone know what is the 1978 studied referred to in this article that
> suggests that it is better to change study locations. I have forever seen
> evidence that it IS indeed better to study in one place and have one place
> set aside for studying. My students have replicated, endlessly, the Tulving
> and Thomson studies on encoding specificity with students who study and
> test in the same place outperforming those who study and in different
> places; and those who study in one place and imagine themselves in that
> place while testing in a different place.
>
> So, this seems to beg for a new study: students who study in multiple
> places and then test in a new place versus those who study in only place and
> imagine themselves in that place when taking the test in a new place.
>
> Annette
>
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> [email protected]
>
> ------------------------------
> *From:* Christopher D. Green [[email protected]]
> *Sent:* Monday, September 06, 2010 2:26 PM
> *To:* Teaching in the Psychological Sciences (TIPS)
> *Subject:* [tips] Mind - Research Upends Traditional Thinking on Study
> Habits - NYTimes.com
>
>
>
> The New York Times looks at strategies for effective studying (and takes
> down "learning styles" along the way).
> http://www.nytimes.com/2010/09/07/health/views/07mind.html?hp
>
> Chris
> --
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
>
> 416-736-2100 ex. 66164
> [email protected]
> http://www.yorku.ca/christo/
> ==========================
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--
Rick Stevens
Psychology Department
University of Louisiana at Monroe
[email protected]
SL - Evert Snook
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