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Research article summary:
Relaxed conditions can provide memory cues in both undergraduates and primary school children.
Abstract Extract:
BACKGROUND: Memory can be impaired by changes between the contexts of learning and retrieval (context-dependent memory, CDM). However, the reminder properties of context have usually been investigated by experimental manipulation of cues in isolation, ... (Full abstract text below) Published 2002Dec
in Journal: Br J Educ Psychol
(Language : eng)
Full Pubmed Extract
This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:
1. Br J Educ Psychol.
2002 Dec;72(Pt 4):531-47
Relaxed conditions can provide memory cues in both undergraduates and primary school children.
Cassaday HJ, Bloomfield RE, Hayward N
School of Psychology, University of Nottingham, UK. helen.cassaday@nottingham.ac.uk
BACKGROUND: Memory can be impaired by changes between the contexts of learning and retrieval (context-dependent memory, CDM). However, the reminder properties of context have usually been investigated by experimental manipulation of cues in isolation, underestimating CDM that results from interactions between cues. AIMS: To test whether CDM can be demonstrated using multiple contextual cues combined to create relaxing versus neutral contexts at separate learning and memory testing stages of the experiments. SAMPLE: Forty university undergraduates (in Experiment 1), and forty 9-10 year-olds (in Experiment 2). METHODS: All participants were given age-appropriate tasks under either relaxing or neutral conditions. The next day they were tested for retrieval or practice effects, under the same or different (relaxing versus neutral) conditions. RESULTS: For both age groups, there was a (mostly asymmetric) CDM effect with performance generally best in the relaxing-relaxing condition. There was also some overall benefit of having learned under relaxed conditions. CONCLUSION: A relaxed learning environment can provide effective retrieval cues, as well as improve learning. COMMENT: For both primary school children and university students, the educational implication of these findings is that learning can be improved in a relaxed state. For this benefit to be fully manifest, the assessment of learning should also take place under relaxed conditions.
PMID : 12495565 [PubMed - Indexed for MEDLINE]
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Full Author Information
| First Name | LastName | Initials |
| Helen J | Cassaday | HJ |
| Rachel E | Bloomfield | RE |
| Natalie | Hayward | N |
Affiliation: School of Psychology, University of Nottingham, UK. helen.cassaday@nottingham.ac.uk
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