Memory research distinguishes two components of episodes--the event or item and the spatial-temporal setting or context in which it occurred. The word context is used either globally to denote the physical, social, or emotional environment at study and test or it is used locally to refer to another word or picture that was paired with a particular target. In this article, we report four experiments that investigated the influence of two different nonverbal local contexts on explicit word recognition and implicit word identification test performance. In each experiment, university students studied words that were displayed against various extra-item local contexts, and the contexts were either the same or different at study and test. What differed across experiments was the nature of the contexts: for Experiments 1 and 2, it was a band of color that stretched across the computer screen, and for Experiments 3 and 4, the context was a colored line drawing. The combined findings from all experiments provide no evidence of memory context effects (MCE) on priming. By contrast, recognition test performance showed reliable MCEs but only when the local context was a concrete drawing or when it was a color that was target-related or appropriate. The discussion compared these findings with those from previous studies that concerned the cueing effectiveness of verbal and nonverbal extra-item contexts.