Context-Dependent Recognition Is Related to Specific Processes Taking Place at Encoding and at Retrieval

Tamar Silberg,Eli Vakil

doi:10.4236/psych.2017.83020

Abstract

Context Effect (CE) refers to the facilitation of memory for target information due to the similarity of contextual information available during both learning and retrieval. Many studies have attempted to identify variables that influence this effect, producing inconsistent findings due to differences in how target and context information are defined and measured. In the current study, recognition memory for faces was tested under different learning instructions and diverse context-recognition conditions. When memory instructions were used, recognition rates proved higher for the original target-context pairs than for all other possible target-context conditions. A different CE profile was observed for attentional instructions while old, yet not necessarily original, target-context faces yielded better results than other context conditions. These findings indicate that memory instructions lead to CE based on the formation of a specific association between target and context information, while instructions focusing on attentional resources lead to CE based on familiarity judgments. The double dissociation reported here is that memory instructions yield binding as opposed to familiarity type of CE, while attention instructions yield familiarity and not binding type of CE, supporting the claim that CE is not homogeneous and involves a number of cognitive processes.

Highlights

These findings indicate that memory instructions lead to Context Effect (CE) based on the formation of a specific association between target and context information, while instructions focusing on attentional resources lead to CE based on familiarity judgments
To examine the source of this interaction, we conducted separate analyses for each Learning-instruction group. These analyses revealed a different profile for each Context-retrieval condition: 1) In the Memory-learning instruction group, we found a significant difference between the Repeat and all other retrieval conditions (Re-pair, F(1,29) = 7.81, p < 0.001; New, F(1, 29) = 3.92, p < 0.001; None, F(1,29) = 3.97, p < 0.01)
2) In the Attention-learning instruction group, we found significant differences between the Repeat and New conditions (F(1, 29) = 2.86, p < 0.01) and between the Re-pair and New and None conditions (F(1, 29) = 3.27, p < 0.01; F(1, 29) = 2.02, p < 0.05)

Summary

Introduction

Vakil 336 events at the focus of their attention, and a wide range of factors that form the context of that information. Such contextual elements affect the interpretation of the stimuli of interest, put them in a particular perspective, and often influence the probability that they will be remembered later on (Foos & Goolkasian, 2008). The phenomenon described above is well known in cognitive literature as the context effect (CE) (Dennis & Humphreys, 2001; Murnane & Phelps, 1993, 1994; Russo, Ward, Geurts, & Scheres, 1999)

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