▁inter ference ▁if ▁that ▁action ▁is ▁phys ically ▁performed ▁during ▁the ▁encoding ▁phase . ▁It ▁has ▁also ▁been ▁found ▁that ▁recall ing ▁some ▁items ▁can ▁inter f ere ▁and ▁in hib it ▁the ▁recall ▁of ▁other ▁items . ▁Another ▁stream ▁of ▁thought ▁and ▁evidence ▁suggests ▁that ▁the ▁effects ▁of ▁inter ference ▁on ▁rec ency ▁and ▁prim acy ▁are ▁relative , ▁determined ▁by ▁the ▁ratio ▁rule ▁( ret ention ▁interval ▁to ▁inter ▁item ▁presentation ▁dist ractor ▁rate ) ▁and ▁they ▁exhib it ▁time - scale ▁in var iance . ▁ ▁Context ▁Context - dependency ▁effects ▁on ▁recall ▁are ▁typically ▁interpreted ▁as ▁evidence ▁that ▁the ▁characteristics ▁of ▁the ▁environment ▁are ▁encoded ▁as ▁part ▁of ▁the ▁memory ▁trace ▁and ▁can ▁be ▁used ▁to ▁enh ance ▁retr ieval ▁of ▁the ▁other ▁information ▁in ▁the ▁trace . ▁In ▁other ▁words , ▁you ▁can ▁recall ▁more ▁when ▁the ▁environments ▁are ▁similar ▁in ▁both ▁the ▁learning ▁and ▁recall ▁phases . ▁Context ▁c ues ▁appear ▁to ▁be ▁important ▁in ▁the ▁retr ieval ▁of ▁newly ▁learned ▁meaning ful ▁information . ▁In ▁a ▁classic ▁study ▁by ▁God den ▁and ▁B add elle y ▁( 1 9 7 5 ), ▁they ▁demonstrated ▁that ▁deep - se a ▁divers ▁re called ▁their ▁training ▁more ▁effectively ▁when ▁trained ▁under water , ▁rather ▁than ▁being ▁trained ▁on ▁land . ▁ ▁An ▁academic ▁application ▁would ▁be ▁that ▁students ▁may ▁perform ▁better ▁on ▁ex ams ▁by ▁studying ▁in ▁silence , ▁because ▁ex ams ▁are ▁usually ▁done ▁in ▁silence . ▁ ▁State - dependent ▁memory ▁State - dependent ▁retr ieval