Influence Of Memory Forms On High School Students Audio-Vi Sual Context-Dependent Memory

Context,most generally defined,is that which surrounds.It includes a variety of intrinsic and extrinsic factors of the environment.Changes in environmental context can influence individual memory,and this influence is called context effects.Changes in environmental contexts disrupt individual memory.The previous research about context effects shows that external environmental context influences memory:changes in environmental context influence free-recall.Inconsistent in learning-test situation will reduce a person's free-recall performance,but this doesn't influence individual recognition.There are lots of mature researches about context effects.Researchers put forward some theories to explain context effects,such as Smith's outshining hypothesis,Matzel's outshadowing hypothesis.Contexts occupy a vital role in people's life.No one can live in the vacuum without contacting with the surrounding environment.So it's necessary to study context effects.In recent years,the study of external context gradually deep into the study of the internal context,and also obtained some results,that is consistent with the results of the study of external context effect.But the researchers did not examine the influence of internal context changes of recognition memory.Do the changes of the internal context also influence individual recognition?In addition,the researchers did not examine the influence of internal context changes of auditory memory.In teaching situation,teachers teach a lot of knowledge through oral,so that the importance of auditory memory cannot be underestimated.This paper will study these two problems through three experiments choosing high school students as participants.Experiment 1 adopts diversion paradigm to examine visual free-recall and visual recognition performance.Tasks between word-lists include imagination task and control task.Participants learn list 1 first and then learn list 2.Between list 1 and list 2,we insert different tasks.At last,participants retrieve the two lists respectively.The results show that the performance of list 2 of imagination group(the group of internal context change)is better than the control group.Experiment 2 has the same process as experiment 1 except that the stimuli of experiment 2 are auditory.Particpants have to say their answers loudly,and the experimenter records their answers.The results indicate that participants of the imagination group have better performance of list 1 than the control group.Experiment 3 examines the influence of the changes of internal context for individual memory.We manipulate three variables:tasks between lists,memory forms,and way of Stimulus presentation.During the experiment,participants need to three lists of words(listl,list2,and list3).Participants first learn list 1 and list 2 successively,then they complete retrieval task or control task.Next,they need to learn list 3.And at last,they retrieve list 2.The results show that the retrieval group(the group of internal context change)has better visual free-recall performance than control group,and other variables don't show significant differences.Finally,this study concluded that internal context change affects high school students' visual free recall performance,but does not affect their visual recognition performance.The results of auditory memory and visual memory are inconsistent.Since there is no previous reference,so we can't jump to conclusion.The author boldly inference that may be changes of internal context have different influence for visual memory and auditory memory,and Suitable paradigm and specific operations are not the same.These all need to continue to conduct in-depth follow-up study.