Abstract
Subjects were given a page of words containing either two or four words per line. A single word (target) on each line was to be learned. Results showed that directing attention to background words by allowing subjects to choose the target word enhanced the incidental learning of those background items and learning of the target items as well. Possible reasons for these observations were discussed.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Craik, F. I., & Lockhart, R. S. Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 1972, 11, 671–684.
Kausler, D. H., & Kleim, D. M. Age differences in processing relevant versus irrelevant stimuli in multiple item recognition learning. Journal of Gerontology, 1978, 33, 87–93.
Locascio, D., & Ley, R. Scale-rated meaningfulness of 319 cvcvc word paralogs previously assessed for associative reaction time. Journal of Verbal Learning and Verbal Behavior, 1972, 11, 243–250.
Monty, R. A., Rosenberger, M. A., & Perlmuter, L. C. Amount and locus of choice as sources of motivation in paired-associate learning. Journal of Experimental Psychology, 1973, 97, 16–21.
Perlmuter, L. C., & Monty, R. A. The importance of perceived control: Fact or fantasy? American Scientist, 1977, 65, 759–765.
Perlmuter, L. C., Scharff, K., Karsh, R., & Monty, R. A. Perceived control: A generalized state of motivation. Motivation and Emotion, 1980, 4, 35–45.
Posner, M. I., & Klein, R. On the functions of consciousness. In S. Kornblum (Ed.), Attention and performance IV. New York: Academic Press, 1973.
Schulman, A. I. Recognition memory and the recall of spatial location. Memory & Cognition, 1973, 1, 256–260.
Zechmeister, E. B., & McKillip, J. Recall of place on the page. Journal of Educational Psychology, 1972, 63, 446–453.
Author information
Authors and Affiliations
Additional information
This research was supported in part by grants from the U.S. Army Human Engineering Laboratory Behavioral Research Directorate and the Veterans Administration. Thanks to Teressa Bennet and David Libon for assistance with data collection and to Janet England and Alan Feiner for assistance with data analyses. Victor Hoffman provided assistance with computer programs and analyses. His help is gratefully acknowledged. Robert A. Goodale of Boston State College graciously provided laboratory space and access to subjects. Special thanks go to Deborah Birkmire, Malekah Hakami, Robert Karsh, Wayne Shebilske, and Harvey A. Taub for constructive reviews of earlier versions of this manuscript.
Rights and permissions
About this article
Cite this article
Perlmuter, L.C., Monty, R.A. Contextual effects on learning and memory. Bull. Psychon. Soc. 20, 290–292 (1982). https://doi.org/10.3758/BF03330104
Received:
Published:
Issue Date:
DOI: https://doi.org/10.3758/BF03330104