Why Learning is Context-Dependent (and How to Overcome It!)

Introduction: The "It Made Sense in Class!" Problem

Danbo and his eureka moments

"I could solve these problems when I was studying at my desk, but in the exam, I just blanked out!"

"I remember the answer when I see my notes, but when I try to recall it without them, it’s gone!"

Many students struggle to transfer knowledge from one environment to another. This happens because learning is context-dependent—meaning students unintentionally link their understanding to the specific environment where they learned it.

This explains why:
✔ Students perform well with a tutor but struggle alone.
✔ Concepts make sense in one setting but are forgotten in another.

In this post, we’ll explore:
✅ Why context-dependent memory affects learning
✅ The science behind it
✅ How students can train their brains for better recall

Why Do Students Forget What They Learned in Different Situations?

1️⃣Context-Dependent Memory: Your Brain Remembers Where You Learned Something

The brain naturally links information to the environment in which it was learned. If a student always studies math at a quiet desk, their brain associates math with that setting.

📌 Scientific Insight:

• Godden & Baddeley (1975) conducted an experiment where scuba divers memorized words underwater or on land.

• When tested later, divers remembered words better in the same environment where they first learned them.

• This proves that if a student only studies in one specific location, they may struggle to recall that information elsewhere (Smith et al., 1978).

🔹 What This Means for Students:
✔ If they only practice math at their study desk, their brain links math to that location.
✔ During an exam, they might struggle because their environment is different.

2️⃣Encoding Specificity: Learning is Tied to Cues Present at the Time

When students study, they not only learn the material but also absorb external cues—the lighting, sounds, even the presence of a tutor. If these cues aren’t present in a new setting, retrieval becomes harder.

📌 Scientific Insight:

• Tulving & Thomson (1973) found that memory retrieval improves when cues from the original learning environment are present.

• If a student learns a formula while hearing their tutor explain it, they may struggle to recall it alone because the auditory cue is missing.

🔹 What This Means for Students:
✔ If they always learn with a tutor guiding them, they might unknowingly rely on external cues.
✔ They need to practice retrieving information in different conditions to strengthen their memory.

3️⃣Exam Pressure and “Context Shock”

Students who rely on familiar settings and conditions while studying may experience “context shock” in an exam room. The new, timed, and stressful environment can block memory retrieval.

📌 Scientific Insight:

• Kahneman (2011) describes how the brain operates in two modes:

• System 1 (Fast Thinking) → Used in relaxed, familiar situations.

• System 2 (Slow Thinking) → Activated under pressure, requiring more effort.

• If a student only studies in a relaxed environment, their brain won’t be prepared to retrieve knowledge under exam stress.

🔹 What This Means for Students:
✔ If they never practice under pressure, their brain may struggle during an exam.
✔ They need to simulate test conditions before the real test.

How to Overcome Context-Dependent Learning

1️⃣Step 1: Study in Different Locations

✔ Varying study environments forces the brain to retrieve knowledge in multiple contexts.
✔ This reduces dependence on specific settings and improves flexible memory recall.

📌 Try This:
🔹 Study in multiple locations—your room, a library, a coffee shop, or even different corners of your home.

2️⃣Step 2: Change Study Formats Regularly

✔ If students only study using one method (e.g., reading notes), their brain links learning to that format.
✔ Switching formats helps break dependency on a single retrieval method.

📌 Try This:
🔹 Instead of just reading, use different techniques:
✔ Write summaries of key concepts.
✔ Say answers out loud.
✔ Practice with flashcards or mind maps.

3️⃣Step 3: Use “Interleaving” (Mixing Topics and Question Types)

✔ Many students block study (doing the same type of question repeatedly), but this limits flexibility.
✔ Interleaving—mixing different topics or question types—helps build adaptability.

📌 Scientific Insight:

• Rohrer & Taylor (2007) found that students who practiced mixed math problems performed better on exams than those who only practiced one type at a time.

📌 Try This:
🔹 Instead of doing ten algebra problems in a row, mix in some geometry and trigonometry.

4️⃣Step 4: Train Under Exam-Like Conditions

✔ Since exams are timed and in a formal setting, students must simulate these conditions in practice.

📌 Try This:
🔹 Before an exam, students should:
✔ Practice solving problems with a time limit.
✔ Work without distractions (no phone or music!).
✔ Use a quiet space similar to an exam hall.

A typical exam hall

5️⃣Step 5: Practice “Retrieval Without Support”

✔ If a student only studies with notes in front of them, their brain depends on those notes.
✔ They need to practice recalling information without looking.

📌 Try This:
🔹 Before checking a textbook or notes, attempt to recall the answer from memory first.
🔹 After recalling, verify with notes to check accuracy.

Final Thoughts: Strengthening Memory for Independent Learning

Many students struggle to recall information in different situations because their brain links learning to specific conditions.

By varying study environments, practicing retrieval, and training under exam-like conditions, students can:
✅ Strengthen memory recall
✅ Improve problem-solving flexibility
✅ Perform better in exams and real-world applications

🔜 Coming Up Next: Self-Monitoring – How to Train Your Brain to “Think Like a Tutor”

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References

Godden, D. R., & Baddeley, A. D. (1975). Context-dependent memory in two natural environments. British Journal of Psychology, 66(3), 325-331.

Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.

Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498.

Smith, S. M., Glenberg, A. M., & Bjork, R. A. (1978). Environmental context and human memory. Memory & Cognition, 6(4), 342-353.

Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80(5), 352-373.