[EN]Most current theories of human memory propose that context, defined here as the time and
place at which an event was experienced, forms an integral feature ofthe mnemonic representa tion of events. One way of investigating context is by manipulating the environmental context
(which typically means the room in which the experiment takes place). The predominant result
ofthis manipulation reported in the literature has been consistent with theory: Memory perfor mance is better when the learning and testing environments are the same than when they differ.
This article reports eight experiments that in aggregate challenge the reliability of this same context advantage. Experiment 1 reported a failure to obtain a same-context advantage. Experi ments 2-7 investigated various features of the design that might have reduced the effect. None
of these experiments produced a reliable same-context advantage, Experiment 8 repeated the
methodology of a published report of a same-context advantage with more than double the num ber of subjects, but failed to replicate the effect. An analysis of features of the experiments led
to two suggestions for future investigations of the effects of changes in environmental context
on memory.
