Verified Document

Memory While We Often Speak Literature Review

A literature review by Smith & Vela (2001) found "that environmental context-dependent memory effects are less likely to occur under conditions in which the immediate environment is likely to be suppressed… Likewise, memories of experiences may vary in how much they are affected by environmental surroundings, both when events are originally experienced and when events are remembered" (Smith & Vela, p. 203). When researchers gave high priority to enhancing the effects of the test environment, subject's memories were more likely to be altered. The stakes in understanding context-dependent memory are high: learning environments may enhance memory in school or inhibit memory, and can be redesigned to improve student's education. Context may also affect recall of eyewitnesses in a trial. Regarding the later, studies have suggested that learning under highly emotional condition is not conductive to recall. "Experienced skydivers learned words either in the air or on the ground and recalled them in the same context or in the other context….under extremely emotionally arousing circumstances, environmental and/or mood cues are unlikely to become encoded or linked to newly acquired information and thus cannot serve as cues to retrieval" (Thompson et al. 2001). Research continues to evolve on the topic, and few conclusions have been reached as to which contexts are most conducive to promote accurate memories and enhance recall.

References

Baker. J.R., J.B. Bezance, E. Zellaby, J.P. Aggleton. (2004). Chewing gum can produce context-

Appetite, 43(2):207-210.
Crawford, H.J. & Chehalis M. Strapp. (1994, February). Effects of vocal and instrumental music on visuospatial and verbal performance as moderated by studying preference and Personality. Personality and Individual Differences, 16 (2): 237-245

Haney, James & Ken Lukowiaki. (2001). Context learning and the effect of context on memory

retrieval in Lymnaea. Learning Memory, 8(1): 35-43.

Johnson, A.J. (2008, May). Chewing gum and context-dependent memory: the independent roles of chewing gum and mint flavor. British Journal of Psychology, 99(2):293-306.

Overman, A.A., J. Sun, A.C. Golding, D. Prevost. (2009). Chewing gum does not induce context-dependent memory when flavor is held constant. Appetite, 53(2):253-5.

Pointer, Sophie C. & Nigel W. Bond. (1998). Context-dependent memory: Color vs. odor.

(1998). Chemical Sense, 23 (3): 359-362

Smith, Steven M. (1985, Winter). Background music and context-dependent memory. The American Journal of Psychology, 98 (4) 591-603

Smith, Steven & Edward Vela. (2001). Environmental context-dependent memory:

A review and meta-analysis. Psychonomic Bulletin & Review, 8 (2): 203-220.

Thompson, Laura A., Keith L. Williams, Paul R. L'Espereance. (2001, December). Context

dependent memory under stressful conditions: The case of skydiving. Human Factors: The

Journal of the Human Factors and…

Sources used in this document:
References

Baker. J.R., J.B. Bezance, E. Zellaby, J.P. Aggleton. (2004). Chewing gum can produce context-

dependent effects upon memory. Appetite, 43(2):207-210.

Crawford, H.J. & Chehalis M. Strapp. (1994, February). Effects of vocal and instrumental music on visuospatial and verbal performance as moderated by studying preference and Personality. Personality and Individual Differences, 16 (2): 237-245

Haney, James & Ken Lukowiaki. (2001). Context learning and the effect of context on memory
Cite this Document:
Copy Bibliography Citation

Related Documents

Memory/Intelligence My First Memory the
Words: 992 Length: 3 Document Type: Essay

A psychologist named Ulric Nessier believes that flashbulb memories are formed because they represent an intersection of historical and personal trajectories, and this makes them events that people want to retell and rehearse again and again. It is through these rehearsals and retellings that inaccuracies manage to creep in, and as they are reinforced through repeated retellings they become just as much a part of the memories as the

Memory, or Short-Term Memory As It Is
Words: 765 Length: 2 Document Type: Essay

memory, or short-term memory as it is most commonly referred to, is the brain system that stores and manages information for a comparatively short time (Cowan 2008). Psychologists study primary memory to explain how humans and animals remember, as well as how they learn. Mathematical abilities, the ability to solve problems, reason, and understand language are all thought to depend on short-term memory. For example, solving a story problem

Speak Memory by V. Nabokov
Words: 2041 Length: 7 Document Type: Term Paper

people learn about the world is through reading. Reading a well written book can provide the reader with a window into a life, or world that he or she might otherwise never encounter. The well written manuscript can provide a foundational understanding of a lifestyle, class or tradition to those who have never experienced and will never have the chance to experience. While a reader can gather a lot

Comprehensive Analysis of Memory and Forgetting
Words: 27179 Length: 100 Document Type: Dissertation or Thesis complete

Memory and Forgetting: A Comprehensive Analysis Memory loss is a huge problem in an aging population. No substantive cure for memory loss. Forgetfulness does not always accompany aging. Different types of memory loss: Forgetfulness Dementia Alzheimer's Confusion The memory impairment that comes with aging may be due to confusion as well as memory loss. Memory loss and forgetfulness may be preventable. There are a number of different approaches to reducing forgetfulness Background music Categorization Control Daily behavioral changes The goal of the paper began as a

Psychological Research of the 21st Century: Human Memory
Words: 7275 Length: 25 Document Type: Literature Review Chapter

Human Memory Psychology This literature review upon human memory will cover a fairly wide spectrum of ideas regarding the subject. While there will be a number of connections among the divisions or categories of this literature review, there will certainly be several distinctions or differences among them. The psychological research a part of the review will span, roughly, the duration of the 21st century thus far, with a few sources of

Components of Working Memory Working
Words: 2194 Length: 6 Document Type: Discussion Chapter

) When listening to the video for this exercise, I cannot hear the different words: The sounds seem nearly continuous (although I can hear the speaker take breaths). However, it is also true that simply because I cannot distinguish the words being spoken here does not mean that other people could not. Some people are linguistically incredibly gifted and I believe that they might be much better than I am at

Sign Up for Unlimited Study Help

Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.

Get Started Now