Chapter 10 Flashcards
Directed forgetting
The tendency for an instruction to forget recently experienced items to induce memory impairment for those items
Item-method directed forgetting
Deprive experiences of rehearsal and elaboration, and to suppress the encoding process
List-method directed forgetting
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
Selective rehearsal
items that receive a “remember” instruction are encoded more deeply
Encoding suppression
Encoding is stopped for items that receive a “forget” instruction
Retrieval inhibition hypothesis
It becomes more difficult, but not impossible, to retrieve items from the “forget” list
Context shift hypothesis
The mind shifts into a different mental contxt when it begins to encode the “remember” list, separating these items from the “forget” list
Cognitive control
The ability to activate wanted thoughts and prevent unwanted thoughts from distracting us
Think/no think paradigm
Direct suppression
Directly preventing the unwanted thought from being retrieved
Thought substitution
Think of something different instead of the unwanted thought
Spontaneous recovery
Once inhibition dissipates, some forgotten memory can be spontaneously recovered
Hypermnesia
The improvement of memory over time after repeated testing
Reminiscence
Remembering items that were unrecallable in past sessions without additional relearning
Cue reinstatement
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
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 ____ ____.
free recall
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.
imagery; words; remember; forget
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.
remember; forget; remember
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?
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
What did the Geiselman, Bjork, and Fishman (1983) study find?
In the remember group, recall for the first list was better than the second list; the reverse is true for the forget group.
Basden, Basden, and Gargano (1993) wanted to investigate how ____ are list-method and item-method forgettnig. What were their results?
Similar; In both mode of directed forgetting and in both remmeber and forget groups, recognition test yielded a substantially higher response than recall tests.
Anderson and Levy (2009) used the ____/____ ____ paradigm, and found that ____ ____ probes had a lower percent recalled than ____ ____ probes.
think/no think; suppress-independent; respond-same
What are independent probes in the Anderson and Levy (2009) study?
cues that are not exactly the same with the studied word set but is related to the word itself
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.
proactive; lower; interference
Erdelyi and his doc student Kleinbard (1978) study illustrated that…
Over a week, Kleinbard increased the total percentage recalled without additional relearning (reminiscence)
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?
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.
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?
A directed forgetting effect will be present for both kinds of items.
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?
Memory will be better for items that were retrieved, and will be worse for items that were suppressed.
