Abstract
Twenty-one undergraduates intentionally learned 36 words with four primacy-buffer words. The words were presented in one of four old contexts: a unique combination of four foreground colors and four locations on a computer screen at a rate of 2.5 per word. After four-min retention interval, andergraduates received 36 old and 36 new words at random order in one of four old contexts or in a new context. One third of the words were presented in the same context (SC condition), the other third were presented in a different old context (DC-old condition), and the last third were presented in a new context (DC-new condition). Undergraduates were required to judge whether the currently presented word had been presented at learning or not. SC condition showed significantly higher A' than DC-new condition, but no differences were found either between SC and DC-old condition or between DC-old and DC-new condition.
