This experiment investigated the following research question: What are the effects of variations in environmental context and stimulus materials on the efficiency of recognition memory? It was found that pictures produce higher rates of recall than words, and that different learning and test contexts with instructions during testing to recall the learning environment produce higher rates of recall than other environmental conditions. The experimental findings generally were consistent with reports in the literature that instructions aid recall.
The Effects of Environmental Context and Stimulus Materials on Recognition Memory
Both environmental context and stimulus materials are believed to affect recognition memory (Linder, Balch, & van der Maelen, 1992, pp. 94-102). The strength of these effects, however, is a source of controversy (Foreman, Warry, & Murray, 1990, pp. 267-276). This controversy concerning the strength of the effects of environmental context and stimulus materials on recognition memory was the problem addressed in an experiment, the results of which are presented in this report.
Recognition memory is a part of working memory (Baddeley, 1992a, pp. 281-288). Working memory may be defined as the system for the temporary maintenance and manipulation of information necessary for the performance of such complex cognitive activities as comprehension, learning, and reasoning. The term working memory refers to an area of research that may or may not prove to be dependent on a single coherent system. Generally, working memory refers to a brain system that provides temporary storage and manipulation of information, and is based on a unitary concept of a short-term memory system (Baddeley, 1992b, pp. 556-559).
Working memory is divided into three componentsùthe central executive, the visuospatial sketchpad, and the phonological loop (Baddeley, 1992b, pp. 556-559). The central executive component is assumed t...