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)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 789-801
Language: English
Date: 2005
directed forgetting, intentional forgetting, study strategies, multinomial modeling, inhibition

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