Chapter 10

Question 1

Directed forgetting

Answer 1

The tendency for an instruction to forget recently experienced items to induce memory impairment for those items

Question 2

Item-method directed forgetting

Answer 2

Deprive experiences of rehearsal and elaboration, and to suppress the encoding process

Question 3

List-method directed forgetting

Answer 3

Presents the instruction to forget only after half the list has been studied, usually as a surprise; often lead people to neglect the proactive interference from the list people believe that they can forget

Question 4

Selective rehearsal

Answer 4

items that receive a “remember” instruction are encoded more deeply

Question 5

Encoding suppression

Answer 5

Encoding is stopped for items that receive a “forget” instruction

Question 6

Retrieval inhibition hypothesis

Answer 6

It becomes more difficult, but not impossible, to retrieve items from the “forget” list

Question 7

Context shift hypothesis

Answer 7

The mind shifts into a different mental contxt when it begins to encode the “remember” list, separating these items from the “forget” list

Question 8

Cognitive control

Answer 8

The ability to activate wanted thoughts and prevent unwanted thoughts from distracting us

Question 9

Think/no think paradigm

Question 10

Direct suppression

Answer 10

Directly preventing the unwanted thought from being retrieved

Question 11

Thought substitution

Answer 11

Think of something different instead of the unwanted thought

Question 12

Spontaneous recovery

Answer 12

Once inhibition dissipates, some forgotten memory can be spontaneously recovered

Question 13

Hypermnesia

Answer 13

The improvement of memory over time after repeated testing

Question 14

Reminiscence

Answer 14

Remembering items that were unrecallable in past sessions without additional relearning

Question 15

Cue reinstatement

Answer 15

Unwanted memories may be brought back by cues which cause us to experience unintended forms of reminding and show power of cues to reinstate painful or unwanted memories

Question 16

In the Basden and Basden (1996) study about item-method directed forgetting, they told participants to remember some items and forget others, and was tested using ____ ____.

Answer 16

free recall

Question 17

Overall, the Basden and Basden (1996) study found that ____ stimulus yielded the highest recall and ____ stimulus yielded the lowest recall in the ____ group. However, the latter one also yielded highest recall in the ____ group.

Answer 17

imagery; words; remember; forget

Question 18

In the study by Fawcett and Taylor (2008), the ____ and ____ groups of participants had converging results at 2600, but the ____ group had a drop in 1800.

Answer 18

remember; forget; remember

Question 19

In the Geiselman, Bjork, and Fishman (1983) study about list method directed forgetting, they presented a first list and had different cues for participants. What were the cues for?

Answer 19

One was forget cue, where participants were asked to treat the first list as a practice; Another was for participants to continue remembering everything on the first list

Question 20

What did the Geiselman, Bjork, and Fishman (1983) study find?

Answer 20

In the remember group, recall for the first list was better than the second list; the reverse is true for the forget group.

Question 21

Basden, Basden, and Gargano (1993) wanted to investigate how ____ are list-method and item-method forgettnig. What were their results?

Answer 21

Similar; In both mode of directed forgetting and in both remmeber and forget groups, recognition test yielded a substantially higher response than recall tests.

Question 22

Anderson and Levy (2009) used the ____/____ ____ paradigm, and found that ____ ____ probes had a lower percent recalled than ____ ____ probes.

Answer 22

think/no think; suppress-independent; respond-same

Question 23

What are independent probes in the Anderson and Levy (2009) study?

Answer 23

cues that are not exactly the same with the studied word set but is related to the word itself

Question 24

In the Wheeler (1995) study, ____ interference for list 1 caused a ____ recall immediately after practice compared to after 30 minutes. This suggests that forms of ____ weakens over time.

Answer 24

proactive; lower; interference

Question 25

Erdelyi and his doc student Kleinbard (1978) study illustrated that…

Answer 25

Over a week, Kleinbard increased the total percentage recalled without additional relearning (reminiscence)

Question 26

Smith and Moynan (2008) presented words from ____ and ____ categories. The experimental group was asked to make more judgement about words while control group spent same amount of time on another task. When asked to recall, how did the participants do with/without cueing?

Answer 26

neutral; emotional
Without cueing, experimental group recalled less on every word category while the control group recalled more on the emotional category. After cuing, the experimental group also reaches the same level of recall as the control group.

Question 27

One item-method directed forgetting tasks uses a list of pictures as stimuli, and another uses a list of words. What do you expect to happen when directed forgetting for these two lists is compared?

Answer 27

A directed forgetting effect will be present for both kinds of items.

Question 28

Participants learn a list of cues and associates. For some of these items, participants are told to retrieve the associate when they see a cue, and for others they are told not to retrieve the associate when the receive a cue. What will happen on a subsequent memory test that uses a new set of cues?

Answer 28

Memory will be better for items that were retrieved, and will be worse for items that were suppressed.