Evidence map›Paper›PMID 41514139›Full record

ArticleMemory & cognition2026

Walking through doorways helps remembering, but not for long.

Noah A Crockett, Dani Parra, Abigail C Doolen, Gabriel A Radvansky

Abstract read
In one paragraph

Article in Memory & cognition, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Noah A CrockettUniversity of Notre Dame, Notre Dame, IN, USA.
Dani ParraUniversity of Notre Dame, Notre Dame, IN, USA.
Abigail C DoolenUniversity of Notre Dame, Notre Dame, IN, USA.
Gabriel A RadvanskyUniversity of Notre Dame, Notre Dame, IN, USA. gradvans@nd.edu.ORCID http://orcid.org/0000-0001-7846-839X

Funding

National Science Foundation DGE-223641
6 · The paper itself

Abstract

The structure of events in which information has been learned can meaningfully impact memory, particularly for information that is encountered near an event boundary. Prior work has shown that separating a list of words into multiple events can improve later memory, suggesting that event structure could be leveraged for a benefit. That is, using event structure can help chunk a large set of information into more manageable units. Our aim was to replicate a prior finding that dividing a list of words to be learned in two rooms would improve later performance. Our results revealed that across two experiments, there was little evidence that memory was better when words were learned across two rooms rather than one. This did occur in one experiment, but only for words around the event boundary. However, this effect quickly dissipated after a short post-learning delay when a person moved through other rooms prior to testing.

Indexed as

Mental RecallHumansMemoryMental models

Identifiers

PMID41514139
PMCPMC13407926

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.