Grant et al.
- Created by: Laurenmurphy2901
- Created on: 13-03-17 18:35
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- Grant et al.
- Aim
- To show that environmental context can have a more positive effect on performance in a meaningful memory test when the test takes place in the same environment in which the material was originally studied (matching condition) than when the test occurs in a different environment ('mismatching condition)
- Sample
- 40 acquaintances of 8 members of a psychology class at Iowa State Univeristy (only 39 used)22 male, 17 female17-56
- Design
- Independent measures
- Research Method
- Laboratory
- Method
- 2 IVs:Study context (reading the page in silent or noisy conditions)Test context: (tested under noise or silent conditions) (matching mismatching the study context conditions)DV:A short-answer recall and a multiple-choice recall test
- Procedure
- Instructions were explained, study phase: given article to read only once, all participants wore headphones, when they had finished reading their time was recorded, 2 minute break, test phase begins, short answer test followed by multiple question test, debriefed.
- Conclusions
- There are context-dependency effects for newly learned meaningful material regardless of whether a short-answer test or multiple choice test is used to assess learning.Real word applications: students are likely to perform better in exams if they study in exam conditions
- Cognitive Approach
- Background
- Context-dependent memory: recall is better when the participant is in the same enbironment during recall as they were when the learning occurred, suggesting aspects of the the environment during learning are encoded and can act as cues which would then help with the retrieval of the learned information.
- Materials
- Cassette player, headphones, master tape of background noise recorded during a lunchtime, psychoimmunology article, 16 multiple choose questions, 10 short answer questions and the short answer test.
- Aim
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