The benefits of item-method-directed forgetting
Bibliographic Data
| ID | 21602301 |
|---|---|
| Authors | Phillip N Goernert (0000-0002-9081-8230, Brandon University, corresponding author), Barry Corenblum (Brandon University) |
| Year | 2024 |
| Volume | 32 |
| Issue | 5 |
| Pages | 566-575 |
| Publication date | 2024-05-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Memory (JOURNAL) |
| Journal identifiers | ISSN: 0965-8211 • E-ISSN: 1464-0686 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09658211.2024.2349251 |
| PMID | 38701002 |
| OpenAlex | W4396606877 |
| Language | EN |
| References cited | 23 |
The present experiments examined the encoding and retrieval conditions in an item-method-directed forget (IMDF) study that included a novel control condition. In the IMDF condition, half of the items were followed by a remember cue whereas the other half were followed by a forget cue. In a remember-both control condition, half of the items were followed by an item identifier called Set A; whereas the other half of the items were followed by a Set B identifier. At the test, items were recalled as a function of the instruction cue or the set identifier. Across two experiments, directed-forgetting effects and associated benefits were found. Further, results from both studies revealed a new way to demonstrate the benefit of IMDF - directed-forgetting participants made more correct source attributions compared to remember-both participants. These benefits were obtained using a within-subjects IMDF paradigm (Experiment 1) as well as a between-subjects IMDF paradigm (Experiment 2). These patterns of results are consistent with several current theories of item-method-directed forgetting
Cognitive psychology · Forgetting · Motivated forgetting · Cognitive Abilities and Testing · Intelligent Tutoring Systems and Adaptive Learning · Memory Processes and Influences · Psychology · Social Psychology
| Highly cited | No |
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