BACKGROUND: Memory can be impaired by changes between the contexts of learning and retrieval (context-dependent memory, CDM). However, the reminder properties of context have usually been investigated by experimental manipulation of cues in isolation, underestimating CDM that results from interactions between cues. AIMS: To test whether CDM can be demonstrated using multiple contextual cues combined to create relaxing versus neutral contexts at separate learning and memory testing stages of the experiments. SAMPLE: Forty university undergraduates (in Experiment 1), and forty 9-10 year-olds (in Experiment 2). METHODS: All participants were given age-appropriate tasks under either relaxing or neutral conditions. The next day they were tested for retrieval or practice effects, under the same or different (relaxing versus neutral) conditions. RESULTS: For both age groups, there was a (mostly asymmetric) CDM effect with performance generally best in the relaxing-relaxing condition. There was also some overall benefit of having learned under relaxed conditions. CONCLUSION: A relaxed learning environment can provide effective retrieval cues, as well as improve learning. COMMENT: For both primary school children and university students, the educational implication of these findings is that learning can be improved in a relaxed state. For this benefit to be fully manifest, the assessment of learning should also take place under relaxed conditions.
BACKGROUND: Memory can be impaired by changes between the contexts of learning and retrieval (context-dependent memory, CDM). However, the reminder properties of context have usually been investigated by experimental manipulation of cues in isolation, underestimating CDM that results from interactions between cues. AIMS: To test whether CDM can be demonstrated using multiple contextual cues combined to create relaxing versus neutral contexts at separate learning and memory testing stages of the experiments. SAMPLE: Forty university undergraduates (in Experiment 1), and forty 9-10 year-olds (in Experiment 2). METHODS: All participants were given age-appropriate tasks under either relaxing or neutral conditions. The next day they were tested for retrieval or practice effects, under the same or different (relaxing versus neutral) conditions. RESULTS: For both age groups, there was a (mostly asymmetric) CDM effect with performance generally best in the relaxing-relaxing condition. There was also some overall benefit of having learned under relaxed conditions. CONCLUSION: A relaxed learning environment can provide effective retrieval cues, as well as improve learning. COMMENT: For both primary school children and university students, the educational implication of these findings is that learning can be improved in a relaxed state. For this benefit to be fully manifest, the assessment of learning should also take place under relaxed conditions.