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In psychology, context-dependent memory is the improved recall of specific episodes or information when the context present at encoding and retrieval are the same. In a simpler manner, "when events are represented in memory, contextual information is stored along with memory targets; the context can therefore cue memories containing that contextual information". [1]
This finding challenged memory theories that ignored environmental interactions. Even explicit rehearsal of object names experienced disruption. Thus, memory involves active interaction with context. While the effect was clear, it was uncertain what caused it—whether participants monitored what they carried or the spatial shift itself.
Context effects also affect memory. We are often better able to recall information in the location in which we learned it or studied it. For example, while studying for a test it is better to study in the environment that the test will be taken in (i.e. classroom) than in a location where the information was not learned and will not need to be ...
Context effect: That cognition and memory are dependent on context, such that out-of-context memories are more difficult to retrieve than in-context memories (e.g., recall time and accuracy for a work-related memory will be lower at home, and vice versa). Cross-race effect
Contextual effects occur as a result of the degree of similarity between the encoding context and the retrieval context of an emotional dimension. The main findings are that the current mood we are in affects what is attended, encoded and ultimately retrieved, as reflected in two similar but subtly different effects: the mood congruence effect ...
Cue-dependent forgetting, or retrieval failure, is the failure to recall information without memory cues. [1] The term either pertains to semantic cues, state-dependent cues or context-dependent cues. Upon performing a search for files in a computer, its memory is scanned for words. Relevant files containing this word or string of words are ...
Spontaneous recovery is a phenomenon of learning and memory that was first named and described by Ivan Pavlov in his studies of classical (Pavlovian) conditioning.In that context, it refers to the re-emergence of a previously extinguished conditioned response after a delay. [1]
Individuals with frontal lobe damage have deficits in temporal context memory; [6] source memory can also exhibit deficits in those with frontal lobe damage. [7] It appears that those with frontal lobe damage have difficulties with recency and other temporal judgements (e.g., placing events in the order they occurred), [8] and as such they are unable to properly attribute their knowledge to ...