Study in Silence to Improve Context-Sensitive Memory Recall During Exams

Context-dependency eects on memory for lists of unrelated words have been shown more often with recall than with recognition. Context dependency for meaningful text material was examined using two standard academic testing techniques: short answer (recall) and multiple choice (recognition). Forty participants read an article in either silent or noisy conditions; their reading comprehension was assessed with both types of test under silent or noisy conditions. Both tests showed context-dependency eects in which performance was better in the matching conditions (silent study/silent test and noisy study/noisy test) than in the mismatching con- ditions (silent study/noisy test and noisy study/silent test). Context cues appear to be important in the retrieval of newly learned meaningful information. An academic application is that students may perform better on exams by studying in silence.

LANE C. BREDAHL, JOHN CLAY, VERONICA J. DARK, JENNIFER FERRIE, HARRY M. GRANT, JANE E. GROVES, TIMOTHY A. McDORMAN, Context-Dependent Memory for Meaningful Material: Information for Students (1998)

• memory
• psychology
• studying