Effects of learning and testing procedure in video-context dependent recall

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  • Morii Yasuyuki
    Department of Psychology, Kibi International University
  • Isarida Toshiko K.
    Department of Social Welfare, Shizuoka Junior College, Shizuoka Prefectural University
  • Isarida Takeo
    Graduate School of Integrated Science and Technology, Shizuoka University

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Other Title
  • ビデオ文脈依存再生における学習方法とテスト方法の効果
  • ビデオ ブンミャク イソン サイセイ ニ オケル ガクシュウ ホウホウ ト テスト ホウホウ ノ コウカ

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Abstract

Two experiments investigated the effects of within- and between-participants contextual manipulations and those of relating to-be-remembered words and their contexts on video context-dependent effects in free recall. In Experiment 1, video contexts were manipulated within participants. Forty-eight undergraduates intentionally studied 28 unrelated words superimposed over a 5-s video context one-by-one on a computer screen. The words and 28 video contexts were randomly paired across participants. Half of the undergraduates were instructed to relate each word and its video context, and the other half were not. In Experiment 2, video contexts were manipulated between participants. Forty undergraduates intentionally studied unrelated 20 words presented as in Experiment 1 without relating words to contexts. Both the within- and between-participants manipulations produced significant context-dependent effects. Relating words and contexts produced greater effects than not relating them, but not relating condition could produce significant context-dependent effects. Further analyses of the data indicate that the video context-dependent effects reflect the one-to-one associations between respective words and their contexts. The implications of the findings were discussed.

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