Directed forgetting in incidental learning and recognition testing: Support for a two-factor account
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Peter F. Delaney, Associate Professor (Creator)
- Lili Sahakyan, Assistant Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Instructing people to forget a list of items often leads to better recall of subsequently studied lists (known as the benefits of directed forgetting). The authors have proposed that changes in study strategy are a central cause of the benefits (L. Sahakyan & P. F. Delaney, 2003). The authors address 2 results from the literature that are inconsistent with their strategy-based explanation: (a) the presence of benefits under
incidental learning conditions and (b) the absence of benefits in recognition testing. Experiment 1 showed that incidental learning attenuated the benefits compared with intentional learning, as expected if a change of study strategy causes the benefits. Experiment 2 demonstrated benefits using recognition testing, albeit only when longer lists were used. Memory for source in directed forgetting was also
explored using multinomial modeling. Results are discussed in terms of a 2-factor account of directed forgetting.
Directed forgetting in incidental learning and recognition testing: Support for a two-factor account
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Created on 1/1/2005
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Additional Information
- Publication
- Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 789-801
- Language: English
- Date: 2005
- Keywords
- directed forgetting, intentional forgetting, study strategies, multinomial modeling, inhibition