The objective of this research was to investigate the extent to which context contributes to the learning and recognition of episodic auditory-verbal memories (EAM). By combining the Hebb repetition paradigm (HRP) and continuous recognition paradigm (CRP), I capitalized on the advantages of both while manipulating the context in which EAM were retrieved. Through repetition, participants learned sequences of pseudowords in which word order and speaker were varied. A recognition test of either a pseudoword (Experiment I) or the speaker of a pseudoword (Experiment II) revealed temporal and sensory context effects. Results showed that the encoding manipulation did not impact short-term memory but did have an effect on long-term learning. This research helped to clarify the role of context in EAM in both short- and long-term memory, as well as added to the current literature of HRP and CRP. Future directions are discussed.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/33326 |
| Date | 20 November 2012 |
| Creators | Arsenault, Jessica |
| Contributors | Buchsbaum, Bradley |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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