Contextual cues during olfactory learning improve memory for smells in children

Abstract

We asked whether contextual information during olfactory learning might affect the formation of odor memories during childhood. The effects of visual and verbal cues during olfactory learning on odor recognition, odor hedonic ratings and odor naming were explored in 30 children between 5 and 6 years of age. Participants were tested in three separate sessions. During the first session children estimated odor hedonic tone and were asked to give a verbal description of the smells. The second session consisted of a 3-week learning period, whereby participants were presented with the same smells, with or without contextual cues. During the third session, children were re-tested for odor hedonic ratings and odor naming as well as for odor recognition. The results show that olfactory learning with contextual cues influenced the recognition of smells ( P < 0.02), but did not have any impact on odor naming abilities or odor hedonic ratings ( P > 0.05). These findings lend support to the notion that smells are encoded not only perceptually but that contextual effects may also occur and improve memory for odors in children.