Context-Dependent Memory in Two Natural Environments: On Land and UnderwaterGodden & Baddeley (1975), Experiment 1

Week x, Presentation xZach HambrickMonth, Day, 2011

Context-Dependent MemoryThe idea that what is learned in a given environment is best recalled in that environment.

HypothesisPerformance when learning and recall take place in the same environment should be better than when learning and recall take place in a different environment.

Learning Environment

Reca

ll Pe

rfor

man

ce

A B

Recall EnvironmentA

B

Predicted Results…

HypothesisPerformance when learning and recall take place in the same environment should be better than when learning and recall take place in a different environment.

Learning Environment

Reca

ll Pe

rfor

man

ce

A B

Recall EnvironmentA

B* *

Predicted Results…

HypothesisPerformance when learning and recall take place in the same environment should be better than when learning and recall take place in a different environment.

Learning Environment

Reca

ll Pe

rfor

man

ce

A B

Recall EnvironmentA

B

* *

Predicted Results…

BackgroundPrevious Studies Inconsistent findings Low ecological validity

Ecological validity – the degree to which results are applicable to the real-world, and are not limited to artificial conditions of lab.

Major GoalInvestigate context-dependent memory in two natural environments…

Major GoalInvestigate context-dependent memory in two natural environments…

On Land and Under Water

Experiment 1Subjects N = 18 Diving club members

Open-water site near Oban, Scotland (the study location)

Experiment 1DesignIndependent Variables - Learning (Dry vs. Wet) - Recall (Dry vs. Wet)Dependent Variable - Number words recalled

Learning EnvironmentDry Wet

Reca

ll En

viro

nmen

tD

ryW

etCompletely within-subjects design— 2 (Learning: Dry vs. Wet) x 2 (Recall: Dry vs. Wet)

Experiment 1Apparatus Communication sets Word lists (36 words each) Lists audio-recorded

UmbrellaAlligatorDiamondBananaSofaHeaven

2 sec

4 sec

2 sec

Experiment 1Procedure

(1) Breathing pattern instructions

(2) Word List (1st Presentation)

(3) 10-sec pause for unconstrained breathing

(5) Word List (2nd Presentation)

(6) 15 digits to copy, 2 digits/sec

(7) “Ascend to the shore station.”

(8) 4-min delay

(9) Free recall (2-min)

(4) Breathing pattern instructions

One condition per session, at least 24 hr between sessions

Experiment 1Review of HypothesisPerformance when learning and recall take place in the same environment should be better than when learning and recall take place in a different environment.

Learning Environment

Reca

ll Pe

rfor

man

ce

A B

Recall EnvironmentA

B

Predicted Results…

Experiment 1ResultsNo main effects, but a significant interaction between recall environment and learning environment.

Learning Environment

No.

Wor

ds

Corr

ect

Dry Wet

Recall EnvironmentDry

Wet12

0246810

1416

12

0246810

1416

Actual Results…

Experiment 1ResultsNo main effects, but a significant interaction between recall environment and learning environment.

Learning Environment

No.

Wor

ds

Corr

ect

Dry Wet

Recall EnvironmentDry

Wet12

0246810

1416

12

0246810

1416

Actual Results…

Experiment 1

Learning Environment

No.

Wor

ds

Corr

ect

Dry Wet

Recall EnvironmentDry

Wet12

0246810

1416

12

0246810

1416

Actual Results…

ResultsPerformance when learning and recall took place in the same environment was better than when learning and recall took place in a different environment.

Experiment 1ConclusionResults are “clearly in line with the context-dependent memory hypothesis” (p. 328)

Experiment 1ConclusionDespite limited control over experimental conditions, e.g., different testing times, one subject nearly getting run over by an “amphibious DUKW”!

Experiment 1ConclusionDespite limited control over experimental conditions, e.g., different testing times, one subject nearly getting run over by an “amphibious DUKW”!