Modern Psychological Studies
University of Tennessee at Chattanooga
Place of Publication
Previous research suggests that studying audio and visual stimuli in two different rooms increases verbal recall, as compared to studying twice in only one room (Smith, Glenberg, & Bjork, 1978). The present study utilized this paradigm, and also separated the room and modality factors as sources of environmental enrichment. In Experiment 1, subjects learned a list of 40 common English words twice, in either one or two different rooms, and were tested in a third room (N = 60). In Experiment 2, subjects learned the same word lists, using either one or two modalities (audition and vision), and again were tested in a third environment (N = 59). As predicted from the theory of Smith and Vela (2001), the usual improvement in memory from either room or modality enrichment did not occur when short time intervals were used between learning and recall, and the mean recall scores were essentially identical. The enrichment effect is interpreted as involving the development of categorized memory information over time, thus enabling retrieval strategies to operate, rather than an increase in the strength of initial learning.
BF1 .M63 v. 16 no. 2 2011
Lefebvre, Jade-Isis A.; Lefebvre, Jordan S.; and Standing, Lionel G.
"Does environmental enrichment while studying improve recall?,"
Modern Psychological Studies: Vol. 16:
2, Article 6.
Available at: https://scholar.utc.edu/mps/vol16/iss2/6