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Cognitive Psychology 2 > Active Forgetting > Flashcards

Active Forgetting Flashcards

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1
Q

What is repression?

A

“An active mechanism to prevent remembering”
Based on Freud’s ideas: Memories injurious to the ego are suppressed to avoid anxiety

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2
Q

outline the Experimental test by Wilkinson & Cargill (1955) on repression

A
  • Participants told they are doing a personality study.
  • Listen to story containing a dream description
  • Dream is either neutral, or contains fairly obvious sexual imagery with an oedipal content.

Result: Men have worse memory than women for the oedipal material

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3
Q

what is the experimental evidence of general repression through arousal Levinger & Clark (1961)

A
  • Free association task with neutral (e.g. CARROT) or emotional stimulus words (e.g. ANGRY)
  • Galvanic Skin Responses (GSRs - a.k.a. EDRs or SCRs) recorded to assess physiological arousal
  • Free associates to neutral words recalled better than those to emotional words
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4
Q

what are the criticisms of Levinger & Clark (1961) experimental evidence on general repression through arousal

A
  • It is a test of memory for associates – not memory for the stimuli themselves. Memory for stimulus words generally is better if they are arousing (e.g. Rubin, 1986).
  • uses an immediate memory test - if Freudian repression existed to emotional events it should show long delays
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5
Q

Outline Parkin, Lewinsohn & Folkard (1982) study on enhancement of LTM with Arousal

A
  • Replicate Levinger & Clark with delay added
  • At immediate testing memory for associates to emotional words is poorer
  • After 7 days, memory for associates to emotional words is better than for neutral ones.
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6
Q

what is the Action-Decrement theory? (walker, 1958)

A

Memory traces take time to consolidate – physiological arousal increases the time for the trace to consolidate, but may improve longer-term encoding.

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7
Q

what is retrograde Arousal Enhancement?

A

the emotional arousal at the stage of memory consolidation enhances the feeling of remembering.

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8
Q

what was Anderson, Wais & Gabrieli (2006) study on Retrograde Arousal Enhancement?

A
  • Neutral Picture, Inter Stimulus Interval of 4 or 9 seconds, Arousing Picture
  • Recognition Memory Tests for both Neutral and Arousing after 1 week
    Results:
  • Memory for Arousing Stimuli is Enhanced – as predicted e.g.Rubin, 1986
  • Memory for Neutral Stimuli shortly before Arousing ones is Enhanced
  • Enhancement is for Remembering rather that Knowing
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9
Q

What did Finn and Roediger (2011) find about forgetting?

A
  • Vocabulary learning is enhanced by negative arousing pictures immediately after or 2 secs after successful retrieval.
  • But arousal does not enhance performance while restudying items
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10
Q

what is part-listing cueing, Slamecka (1968)?

A

Encode 3 word lists.
30 rare words.
30 common words.
30 butterfly associates.

Recall with context -
(15 words provided)
Or in control condition
(no words provided)

Part-list impairs memory.

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11
Q

how did Anderson, Bjork & Bjork (1994) test retrieval induced forgetting?

A
  • Encode Category-Exemplar pairs.
  • Practice Retrieval of Half the pairs.
    At final test cued recall is:
  • At baseline for unpracticed categories =
  • Enhanced for practiced exemplars of practiced categories ✓
  • But impaired for unpracticed exemplars of practiced categories❌
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12
Q

Outline Bjork (1970), Johnson (1994), Anderson (2005) study on directed forgetting

A

List-method Directed forgetting:
control group
- learn one list of words (List 1C)
-Learn second list (List 2C)
- Recall Al list 1C and 2C
Experimental group
- Learn one list of words (1E)
- SURPRISE INSTRUCTION TO FORGET
- Learn second list (list 2E)
- Recall All list 1E and 2E

findings:
Recall for 2E > 1E, but also, 1E < 1C, and 2E > 2C

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13
Q

what is item-method directed forgetting:

A

Peach - REMEMBER, Apple - FORGET, Cake - FORGET, Horse - FORGET, Blue - REMEMBER, Carrot - REMEMBER

REMEMBER items enhanced relative to FORGET items

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14
Q

Explanation of item-method directed forgetting

A
  • This yields substantial REMEMBER - FORGET differences that can be observed in both Recall and Recognition
  • Generally interpreted in terms of selective rehearsal of TBR items - i.e. an encoding effect rather than inhibition of items in storage
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15
Q

Explanation of Item-Method Directed Forgetting

A
  • This generally yields large recall deficits for TBF lists relative to TBR or control lists (often not observed in recognition tests).
  • Generally interpreted in terms of Retrieval Inhibition.
    Items remain in memory (see intact recognition) but are actively inhibited from being recalled.
  • But note appropriate control lists and issues of output order control (Anderson, 2005).
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16
Q

Direct Suppression: Think/No-Think, Anderson & Green (2001)

A
  • Learn 40 word pairs (e.g. ORDEAL - ROACH)
  • Then 0 to 16 practice trials.
  • Either THINK - When you see ORDEAL, say ROACH
  • Or NO-THINK - Fixate the cue word (ORDEAL) for 4 seconds but attempt to prevent ROACH from coming to mind.
    Cued Recall Test
  • ORDEAL - ?
  • Performance improves with repetitions of THINK trials.
  • But declines with repetitions of NO-THINK trials.
17
Q

What are the 3 possible causes of Suppression Mechanisms?

A
  1. Generation of Alternative Associations
  2. Inhibition of Cue- Target Connection
  3. Direct Inhibition of Target
18
Q

Practical Implications of Inhibition

A
  • Success in inhibition appears to be correlated with active engagement of prefrontal cortex in suppressing hippocampal activation (Anderson & Levy, 2009)
  • Individual differences in ability may explain variations in recovery from trauma.
  • inhibition paradigms can be extended to memories for real events - e.g. actions (Sahakyan & Foster, 2009), autobiographical memories (Barnier et al., 2007).
  • Active suppression through NO-THINK or Directed Forgetting could potentially explain loss of memories from Childhood Sexual Abuse (e.g. Gordon & Connolly, 2010).
19
Q

is there evidence for Freudian repression?

A
  • No Automatic suppression of emotional material - No automatic repression
  • Emotional items generally well remembered
  • Even neutral items associated with arousal are generally well remembered
20
Q

what is Practical Active Repression?

A

Thinking about stuff repeatedly will almost certainly make it more likely to be remembered, and actively not thinking about stuff may actually inhibit retrieval from storage

Cognitive Psychology 2 (22 decks)

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