Context-dependent memory effects in two immersive virtual reality environments: On Mars and underwater

AbstractThe context-dependent memory effect, in which memory for an item is better when the retrieval context matches the original learning context, has proved to be difficult to reproduce in a laboratory setting. In an effort to identify a set of features that generate a robust context-dependent memory effect, we developed a paradigm in virtual reality using two semantically distinct virtual contexts: underwater and Mars environments, each with a separate body of knowledge (schema) associated with it. We show that items are better recalled when retrieved in the same context as the study context; we also show that the size of the effect is larger for items deemed context-relevant at encoding, suggesting that context-dependent memory effects may depend on items being integrated into an active schema.

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Context-dependent memory effects in VR

10.31234/osf.io/prdb7 ◽

2020 ◽

Author(s):

Yeon Soon Shin ◽

Rolando Masís-Obando ◽

Neggin Keshavarzian ◽

Riya Davé ◽

Kenneth Norman

Keyword(s):

Virtual Reality ◽

Memory Effect ◽

Original Learning ◽

Memory Effects ◽

Laboratory Setting ◽

Learning Context ◽

Body Of Knowledge ◽

Context Dependent ◽

Study Context

The context-dependent memory effect, in which memory for an item is better when the retrieval context matches the original learning context, has proved to be difficult to reproduce in a laboratory setting. In an effort to identify a set of features that generate a robust context-dependent memory effect, we developed a paradigm in virtual reality using two semantically distinct virtual contexts: underwater and Mars environments, each with a separate body of knowledge (schema) associated with it. We show that items are better recalled when retrieved in the same context as the study context; we also show that the size of the effect is larger for items deemed context-relevant at encoding, highlighting the importance of integrating items into an active schema in generating this effect.

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Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

Languages ◽

10.3390/languages4010013 ◽

2019 ◽

Vol 4 (1) ◽

pp. 13 ◽

Cited By ~ 11

Author(s):

Jennifer Legault ◽

Jiayan Zhao ◽

Ying-An Chi ◽

Weitao Chen ◽

Alexander Klippel ◽

...

Keyword(s):

Virtual Reality ◽

Second Language ◽

Real Life ◽

Recognition Task ◽

Significant Benefit ◽

Immersive Virtual Reality ◽

Learning Context ◽

Learning Condition ◽

Learning Platform ◽

L2 Learning

Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.

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Context-dependent reinforcement learning impairment in depression

10.31234/osf.io/s8bf7 ◽

2021 ◽

Author(s):

henri Vandendriessche ◽

Amel Demmou ◽

Sophie Bavard ◽

Julien Yadak ◽

Cédric Lemogne ◽

...

Keyword(s):

Reinforcement Learning ◽

Positive Reinforcement ◽

Original Learning ◽

Expected Value ◽

Learning Performance ◽

Transfer Phase ◽

Learning Context ◽

Context Analysis ◽

The Poor ◽

Context Dependent

Backgrounds:Value-based decision-making impairment in depression is a complex phenomenon: while some studies did find evidence of blunted reward learning and reward-related signals in the brain, others indicate no effect. Here we test whether such reward sensitivity deficits are dependent on the overall value of the decision problem.Methods:We used a two-armed bandit task that includes two different contexts: one ‘rich’ context where both options were associated with an overall positive expected value and a ‘poor’ context where options were associated with overall negative expected value. We tested patients (N=30) undergoing a major depressive episode and age, gender and socio-economically matched controls (N=26). To assess whether differences in learning performance were due to a decision or a value-update process, we also analysed performance in a transfer phase, performed immediately after the learning phase. ResultsHealthy subjects showed similar learning performance in the ‘rich’ and the ‘poor’ contexts, while patients showed reduced learning in the ‘poor’ context. Analysis of the transfer phase showed that the context-dependent deficit in patients generalized when options were extrapolated from their original learning context, thus suggesting that the effect of depression has to be traced to the outcome encoding, rather than the decision phase.ConclusionsOur results illustrate that reinforcement learning deficits in depression are complex and depend on the value of the context. We show that depressive patients have a specific trouble in contexts with an overall negative state value, supporting the relevance of setting up patients in a spiral of positive reinforcement.

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