ERIC Number: EJ734703
Record Type: Journal
Publication Date: 2005-Jul
Directed Forgetting in Incidental Learning and Recognition Testing: Support for a Two-Factor Account
Sahakyan, Lili; Delaney, Peter F.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v31 n4 p789-801 Jul 2005
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.
Descriptors: Memory, Learning Strategies, Recognition (Psychology), Testing, Learning Processes, Intentional Learning, Comparative Analysis, Study Habits
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A