Authors: Takeo Isarida, Toshiko K. Isarida, Takayuki Kubota, Yannan Yin, Ibuki Sakakibara, & Daiki Kato

Title: Facilitation effect of incidental environmental context on the computer screen for paired-associate learning.

Journal(書誌情報）: Quarterly Journal of Experimental Psychology, 2021, Vol. 74(9) 1562–1570.

DOI: 10.1177/17470218211011005

論文URL: https://doi.org/10.1177/17470218211011005

Abstract: Three experiments, in which a total of 198 undergraduates engaged, investigate whether the incidental environmental context on the computer screen influences paired-associate learning. Experiment 1 compared the learning of foreign and native language words between a constant context condition, where the stimulus and response pairs were presented twice on the same 5-s video background context, and a varied context condition, where the pairs were presented twice on different video contexts. Repetition in the same context resulted in better learning than in different contexts, evaluated with a paper-and-pencil test. Experiment 2 investigated learning of paired-associate foreign and native words in the same video-contexts, or photograph-contexts, or on a neutral gray background. Both the video and the photograph contexts equally facilitated the paired-associate learning compared to the gray background. Experiment 3 investigated whether the incidental environmental context similarly facilitated face-name paired-associate learning. We added a new condition of spot illustrations, and a second testing one day later. The repetition of face-name pairs within the same complex incidental environmental context on the computer screen (either video or photograph background) facilitated the paired-associate learning. There was no significant difference in learning performance between video and photograph background contexts, which were significantly better than gray or spot illustration backgrounds which did not differ from each other. The retention interval did not interact with the effect of the background. The present results show that repetition within the same video or photograph context, covering the entire background of the video screen on which each item pair was superimposed, facilitates paired-associate learning.

著者Contact先の email: isarida[at]ssu.ac.jp（[at]を@に変更してください。）

日本語によるコメント（オプション，200-300字で）: 偶発的背景文脈を用いることで，対連合学習が促進されることを見いだした。実験１では，イタリア語と日本語の単語対の学習を２回反復し，背景にビデオを提示した。テストでは，イタリア語単語のみを印刷した用紙に，対応する日本語を書かせた。その結果，同一ビデオでの反復が，異なるビデオでの反復よりも成績が良かった。実験２では，イタリア語－日本語の対連合学習を，同一のビデオ，写真，中間灰色を背景として行った。その結果，ビデオと写真が中間灰色よりも成績が良かった。実験３では，顔と名前の対連合学習をおこなった。実験２と同様に，ビデオと写真が中間灰色よりも成績が良かった。

投稿タグ