The effect of list two length on context information in list-method directed forgetting

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kendra Joi Gray (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Lili Sahakyan

Abstract: The current study investigated the claim that in list-method directed forgetting, List 2 must be as long as List 1 in order to obtain directed forgetting (Pastötter & Bäuml, 2010). Participants studied two lists of words for a later memory test, and were instructed to forget or remember List 1 following its presentation. The length of List 1 was fixed (18 items), whereas the length of List 2 varied across conditions. In the equivalent condition, the objective number of items on List 2 was equivalent to the number of items on List 1. In other conditions, the objective number of items on List 2 was fewer than on List 1 (nine items), but the items on List 2 were repeated within the list so that the total number of trials was identical across the two lists. In the spaced condition, List 2 items were repeated in a spaced fashion, with a lag of eight items between the repetitions, whereas in the massed condition, List 2 items were repeated back to back with a lag of zero. Finally, in the short condition, List 2 was half the length of List 1 items (nine items), and the items were presented only once. The spaced group did not show directed forgetting impairment, whereas the massed and the equivalent groups showed impairment of identical magnitude. The short group showed numerical impairment, and the magnitude of the effect was similar to the massed and the equivalent groups, although the results were trending toward significance. The results are discussed in terms of the theoretical mechanisms underlying directed forgetting.

Additional Information

Language: English
Date: 2012
Context, Directed Forgetting, Memory, Spacing Effect
Memory $x Testing
Cognitive psychology
Recollection (Psychology)

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