Abstract
To examine influences of context changes between encoding and retrieval of motor sequences, we varied a number of encoding and retrieval features in a two lists approach. Participants consecutively learned two sets of three-finger movements at two different computer working places, all enacted with fingers of the right hand. We varied keyboard and display orientation, stimuli, background color, response keys, position of the hand, and the used PC between the two sets. A final free recall test comprised either the same context features as present during study of the first item set or the ones present during study of the second item set or novel test context features. Results showed significant differences in overall recall performance between test conditions, indicating that context features of study episodes guided retrieval of motor sequences. In addition, the number of recalled items varied as a function of output position. Test context elements comprising context features of the first item set study episode were associated with initially lower but subsequently nearby stable recall performance, whereas test features comprising context elements of the second item set study episode were associated with initially higher and subsequently decreasing recall performance. This implies that a context reinstatement for list-1 items during the test phase does not immediately enhance accessibility of those items. However, access is subsequently facilitated over the course of retrieval attempts.
Highlights
The context-dependency of memories typically is a subtle phenomenon
Context has a fundamental impact on memory, effects of environmental context changes on subsequent recall were found for room changes (Smith, Glenberg, & Bjork, 1978), for background music (Smith, 1985), for odors (Pointer & Bond, 1998), and the background color of a monitor (Isarida & Isarida, 2007), to name just a few examples
Performance was impaired when the irrelevant information was changed in the test phase, but not when it was removed, showing that sequence learning in the discrete sequence production task is context-dependent and that the context dependency was modulated by the amount of practice; the context effects diminished as practice increased
Summary
The context-dependency of memories typically is a subtle phenomenon. Imagine the everyday situation where you stand in the cashiers waiting line of your local supermarket. Ruitenberg, De Kleine, Van der Lubbe, Verwey, & Abrahamse (2012) examined context-dependent learning in the discrete sequence production task. In this task, participants typically face two sequences of two to seven stimuli in a fixed order and respond by means of spatially compatible key presses. Performance was impaired when the irrelevant information was changed in the test phase, but not when it was removed, showing that sequence learning in the discrete sequence production task is context-dependent and that the context dependency was modulated by the amount of practice; the context effects diminished as practice increased. Wright and Shea (1991) used a different approach to examine contextual dependencies during motor skill acquisition They proposed a distinction for the environmental dimension into intentional and incidental stimuli. A cost effect of directed forgetting (i.e. the forget-cued list is recalled worse than the remember-cued list) for List one (L1) only emerged in Experiment 2, which involved a threeminute break between L1 and List two (L2) along with different response keys for L2 as for L1
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