Abstract
Present experiment investigated context-dependent effects of background video-clip on study-time effects in free recall. A presentation rate (4 s or 8 s per word; between) x Context (same or different context; within) mixed factorial design was used. Forty-two undergraduate participants individually participated in a 20-min experiment. The participants intentionally learned 28 words against 28 video clips and oral free recall was tested after a 30-sec filled retention interval. A signal for recall was presented against video clips which were half of clips presented at study session. Recalled items were classified as same- different-context items according to whether the video clips at study and test were the same or different. Significant context effects and study-time effects were found but the interaction was not. These results imply that the strength of the background video context effects may not increase as a function of study-time.
