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Shibboleth / Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.Ĭhoose this option to get remote access when outside your institution. Typically, access is provided across an institutional network to a range of IP addresses. If you are a member of an institution with an active account, you may be able to access content in one of the following ways: Get help with access Institutional accessĪccess to content on Oxford Academic is often provided through institutional subscriptions and purchases. Results are discussed in terms of both the encoding specificity principle as well as a more process-oriented interpretation. However, when elderly participants received verbal cues under divided attention conditions, evidence for general encoding rather than encoding specificity occurred.

For the most part, the results revealed strong encoding specificity effects for both age groups, as both old and young participants recalled more when the same cues were presented at encoding and retrieval than when different cues were presented. Additionally, cues presented at recall were either the same as or different from those presented at encoding, resulting in four encoding cue–retrieval cue combinations: (a) strong encoding cue and (same) strong retrieval cue (b) weak encoding cue and (same) weak retrieval cue (c) weak encoding cue and (different) strong retrieval cue (d) strong encoding cue and (different) weak retrieval cue. Targets and associated cues were either pictures or matched words, and there was either a strong or weak semantic relationship between targets and cues. In two experiments (one under full attention, the other under divided attention), old and young adults were presented with a cued recall task in an encoding specificity paradigm.