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Rummel, Jan; Marevic, Ivan; Kuhlmann, Beatrice G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Intentional forgetting of previously learned information is an adaptive cognitive capability of humans but its cognitive underpinnings are not yet well understood. It has been argued that it strongly depends on the presentation method whether forgetting instructions alter storage or retrieval stages (Basden, Basden, & Gargano, 1993). In…
Descriptors: Information Retrieval, Memory, Models, Recall (Psychology)
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Boywitt, C. Dennis; Meiser, Thorsten – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
There is converging evidence that the feeling of conscious recollection is usually accompanied by the bound retrieval of context features of the encoding episode (e.g., Meiser, Sattler, & Weiber, 2008). Recently, however, important limiting conditions have been identified for the binding between context features in memory. For example, focusing on…
Descriptors: Memory, Attention, Cognitive Processes, Stimuli
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Lee, Yuh-shiow; Lee, Huang-mou; Fawcett, Jonathan M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
In an item-method-directed forgetting task, Chinese words were presented individually, each followed by an instruction to remember or forget. Colored probe items were presented following each memory instruction requiring a speeded color-naming response. Half of the probe items were novel and unrelated to the preceding study item, whereas the…
Descriptors: Memory, Color, Naming, Interference (Learning)
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Seamon, John G.; Bohn, Justin M.; Coddington, Inslee E.; Ebling, Maritza C.; Grund, Ethan M.; Haring, Catherine T.; Jang, Sue-Jung; Kim, Daniel; Liong, Christopher; Paley, Frances M.; Pang, Luke K.; Siddique, Ashik H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
Research from the adaptive memory framework shows that thinking about words in terms of their survival value in an incidental learning task enhances their free recall relative to other semantic encoding strategies and intentional learning (Nairne, Pandeirada, & Thompson, 2008). We found similar results. When participants used incidental…
Descriptors: Memory, Story Telling, Incidental Learning, Intentional Learning
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Sahakyan, Lili; Delaney, Peter F. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 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…
Descriptors: Memory, Learning Strategies, Recognition (Psychology), Testing
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Sahakyan, Lili; Delaney, Peter F. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
This article reports an error concerning the article "Directed Forgetting in Incidental Learning and Recognition Testing: Support for a Two-Factor Account" by Lili Sahakyan and Peter F. Delaney ("Journal of Experimental Psychology: Learning, Memory, and Cognition," Vol. 31, No. 4, pp. 789-801). The article was misidentified in the July issue as an…
Descriptors: Memory, Testing, Intentional Learning, Experimental Psychology