Self-evaluation as a moderating factor of strategy change in directed forgetting benefits

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 )
Web Site:

Abstract: In list method directed forgetting, instructing people to forget a studied word list usually results in better recall for a newly studied list. Sahakyan and Delaney (2003) have suggested that these benefits are due to a change in encoding strategy that occurs between the study of the first list and the study of the second list. To investigate what might mediate such strategy change decisions, in two experiments we induced both forget and remember participants to evaluate their memory performance on the two lists. In Experiment 1, they were asked to explicitly recall the items from the first list before studying the second list. In Experiment 2, after the study of the first list, the participants provided a rapid aggregate judgment of learning. Evaluation eliminated the differences between the forget and remember groups for the second list in both experiments, because the remember group achieved recall levels comparable to those for the forget group. The role of performance evaluation in mediating directed forgetting benefits is discussed.

Additional Information

Psychonomic Bulletin & Review 2004, 11 (1), 131-136
Language: English
Date: 2004
self-evaluation, strategy change, forgetting benefits, encoding, memory performance

Email this document to