Incidental learning of features from interior living spaces. Cupchik, G. C., Ritterfeld, U., & Levin, J. Journal of Environmental Psychology, 23(2):189--197, 2003. 00000![Incidental learning of features from interior living spaces [pdf]](https://bibbase.org/img/filetypes/pdf.svg "pdf")
Paper abstract bibtex This experiment examined judgements of living and dining rooms presented in architectural and interior design decoration magazines, and tested recognition memory for incidental details selected from them. Two matched sets of 12 rooms, each comprising four Decorative, four Familiar, and four Stylish rooms used in an earlier study (Ritterfeld & Cupchik, J. Environ. Pscychol. 16 (1996) 349) were presented to 24 male and 24 female undergraduates. In Part One, subjects either imagined the actual inhabitant of the home (Other Set) or imagined being the inhabitant (Self Set) in a within-subjects design, and rated each room on 12 seven-point scales measuring perceived qualities of the rooms and personal reactions to them. After an interpolated art judgement task, they viewed 24 slides of details (e.g. a lamp on a table) selected from the entire set of 24 rooms, and indicated whether or not they had already seen a room with this detail in Part One. The central finding was that, under the Other Set, subjects were most accurate at recognizing details of the Stylish rooms, whereas under the Self Set, subjects were most accurate for details drawn from the Decorative and Familiar rooms. Since the Stylish rooms were initially judged to be unexpressive with details that did not stand out, this showed that a detached attitude (Other Set) facilitated incidental learning when the environment was both geometrically structured and emotionally cool. The details did stand out for the more expressive Decorative and Familiar rooms, and this accommodated an engaged attitude in which rooms could be exhaustively examined in relation to personal desires and values. Incidental learning about the details of interior spaces therefore depended on the attitude of the person, engaged or detached, which fit with a room of similar affective tone, warm or cool, respectively. The within-subjects experimental design also showed that people could readily switch between Other-and Self-oriented attitudes. ª 2002 Published by Elsevier Science Ltd
@article{cupchik_incidental_2003,
title = {Incidental learning of features from interior living spaces},
volume = {23},
shorttitle = {Incidental learning of features from interior living spaces},
url = {http://www.scopus.com/scopus/inward/record.url?eid=2-s2.0-0037497111&partnerID=40&rel=R5.5.0 w:\Cupchik_features_interior_living_spaces_2003.pdf},
abstract = {This experiment examined judgements of living and dining rooms presented in architectural and interior design decoration magazines, and tested recognition memory for incidental details selected from them. Two matched sets of 12 rooms, each comprising four Decorative, four Familiar, and four Stylish rooms used in an earlier study (Ritterfeld \& Cupchik, J. Environ. Pscychol. 16 (1996) 349) were presented to 24 male and 24 female undergraduates. In Part One, subjects either imagined the actual inhabitant of the home (Other Set) or imagined being the inhabitant (Self Set) in a within-subjects design, and rated each room on 12 seven-point scales measuring perceived qualities of the rooms and personal reactions to them. After an interpolated art judgement task, they viewed 24 slides of details (e.g. a lamp on a table) selected from the entire set of 24 rooms, and indicated whether or not they had already seen a room with this detail in Part One. The central finding was that, under the Other Set, subjects were most accurate at recognizing details of the Stylish rooms, whereas under the Self Set, subjects were most accurate for details drawn from the Decorative and Familiar rooms. Since the Stylish rooms were initially judged to be unexpressive with details that did not stand out, this showed that a detached attitude (Other Set) facilitated incidental learning when the environment was both geometrically structured and emotionally cool. The details did stand out for the more expressive Decorative and Familiar rooms, and this accommodated an engaged attitude in which rooms could be exhaustively examined in relation to personal desires and values. Incidental learning about the details of interior spaces therefore depended on the attitude of the person, engaged or detached, which fit with a room of similar affective tone, warm or cool, respectively. The within-subjects experimental design also showed that people could readily switch between Other-and Self-oriented attitudes. ª 2002 Published by Elsevier Science Ltd},
number = {2},
journal = {Journal of Environmental Psychology},
author = {Cupchik, G. C. and Ritterfeld, U. and Levin, J.},
year = {2003},
note = {00000},
keywords = {Behavior, Environment, Environmental psychology, Home, Personality, Psychology, Research, Visual Perception, cognition, design, light, perception, recognition},
pages = {189--197}
}
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