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.

共有 198 名本科生参与的三个实验调查了计算机屏幕上偶然出现的环境背景是否会影响配对学习。实验 1 在恒定语境条件（刺激和反应对在相同的 5 秒视频背景语境下呈现两次）和变化的语境条件（在不同语境中呈现两次）之间比较了外语和母语单词的学习。视频上下文。通过纸笔测试进行评估，在相同环境中的重复比在不同环境中的学习效果更好。实验 2 研究了在相同的视频背景、照片背景或中性灰色背景中学习成对关联的外来词和本土词。与灰色背景相比，视频和照片上下文同样促进了配对学习。实验 3 调查了偶然的环境背景是否同样促进了人脸姓名配对学习。我们添加了一个新的现场插图条件，并在一天后进行了第二次测试。在计算机屏幕上（视频或照片背景）相同复杂的偶然环境背景下，人脸名称对的重复促进了配对关联学习。视频和照片背景上下文之间的学习性能没有显着差异，明显优于彼此没有差异的灰色或斑点插图背景。保留间隔与背景的影响没有相互作用。