抄録
The present experiment investigated whether the match or mismatch between the odor contexts at study and test would affect recognition performance. Eighty-four undergraduates intentionally studied a list of words in a short (1.5 s per item) or a long (4.0 s per item) study-time condition. After a 5-min filled retention interval, recognition for words was tested in the same or a different context. Two triplets of odors having different semantic-differential characteristics were used. One of the odors was presented at study, and at the recognition test the same odor (same-context condition) or the other odor within the one of the pairs (different-context condition) was presented. Furthermore, the third odor was briefly presented at the beginning of the retention interval for recovery from adaptation of the odor at study. Changes in context resulted in reduced hit and A' and increased false alarm rates in both study-time conditions.
