Direct and Indirect Measures of Intentional Forgetting in Children and Adults: Evidence for Retrieval Inhibition and Reinstatement

Lehman, Elyse Brauch; McKinley-Pace, Marcia J.; Wilson, Jo; Slavsky, Matthew D.; Woodson, Michelle E.

doi:10.1006/jecp.1996.2347

Cited by 10 publications

(5 citation statements)

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“…In agreement with this hypothesis, numerous studies have shown that the DF effect only occurs if intentional retrieval of items is required (Basden & Bas-den, 1996;Basden et al, 1993;Gardiner, Gawlik, & Richardson-Klavehn, 1994;McKinney & Woodward, 2004;Paller, 1990;Paz-Caballero & Menor, 1999). However, other studies have shown that the DF effect can occur in implicit memory tasks (Lehman, McKinley-Pace, Wilson, Slavsky, & Woodson, 1997;MacLeod, 1989;MacLeod & Daniels, 2000;Paller, 1990;Russo & Andrade, 1995). These discrepancies among studies probably arise from methodological differences that lead to differential contamination of implicit memory performance by explicit (recollective) memory processes.…”

Section: Introductionmentioning

confidence: 89%

Directed Forgetting and Aging: The Role of Retrieval Processes, Processing Speed, and Proactive Interference

Hogge

Adam

Collette

2008

Aging, Neuropsychology, and Cognition

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The directed forgetting effect obtained with the item method is supposed to depend on both selective rehearsal of to-be-remembered (TBR) items and attentional inhibition of to-be-forgotten (TBF) items. In this study, we investigated the locus of the directed forgetting deficit in older adults by exploring the influence of recollection and familiarity-based retrieval processes on age-related differences in directed forgetting. Moreover, we explored the influence of processing speed, short-term memory capacity, thought suppression tendencies, and sensitivity to proactive interference on performance. The results indicated that older adults' directed forgetting difficulties are due to decreased recollection of TBR items, associated with increased automatic retrieval of TBF items. Moreover, processing speed and proactive interference appeared to be responsible for the decreased recall of TBR items.

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Section: Introductionmentioning

confidence: 89%

Directed Forgetting and Aging: The Role of Retrieval Processes, Processing Speed, and Proactive Interference

Hogge

Adam

Collette

2008

Aging, Neuropsychology, and Cognition

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“…Accordingly, age-related increases in children's ability to intentionally forget information under these conditions are often linked to changes in their ability to execute selective rehearsal strategies. Other investigators, using either item-based, blocking (forget specific subsets of items), or list-based (forget an entire list) intentional forgetting instructions, have found evidence of retrieval inhibition (e.g., Harnishfeger & Pope, 1996; Lehman & Bovasso, 1993; Lehman, McKinley-Pace, Wilson, Slavsky, & Woodson, 1997). That is, instead of finding poorer storage that may result from less rehearsal, these investigators found that items were equally well encoded and stored but were then inhibited at the point of retrieval.…”

Section: Intentional Forgettingmentioning

confidence: 99%

The role of intentional forgetting in reducing children's retroactive interference.

Howe

2002

Developmental Psychology

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Preschool and kindergarten children's retention of stories was examined in the presence of interfering information and instructions to forget. Children learned 2 stories and, 24 hr later, were asked to recall the 1st or 2nd story learned. Some of the children were instructed, either following acquisition or just prior to the retention test, to forget the 2nd, or interfering, story. A model was used to isolate storage and retrieval effects, and the results showed that (a) retroactive interference affected both storage- and retrieval-based forgetting rates for the younger children but only storage-based forgetting rates for the older children, (b) intentional forgetting reduced retroactive interference primarily by attenuating storage-based forgetting regardless of age, (c) intentional forgetting instructions were effective only at acquisition for preschoolers but at both acquisition and retention for kindergarteners, and (d) all children recalled the to-be-forgotten story as well as they recalled the to-be-remembered story. These results are interpreted in terms of reorganization and distinctiveness effects in storage.

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“…The research also reveals that selective rehearsal is a major mechanism involved in age changes in children's control of their forgetting (Bray, Hersh, & Turner, 1985;Bray et al, 1983;Foster & Gavelek, 1983;Lehman & Bovasso, 1993), is equivocal on re-trieval inhibition (Harnishfeger & Pope, 1996;Lehman & Bovasso, 1993;Lehman, McKinley-Pace, Wilson, Slavsky, & Woodson, 1997), says little about selective search (Posnansky, 1976), and says nothing about item or list differentiation.…”

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confidence: 99%

Knowing what to remember and forget: A developmental study of cue memory in intentional forgetting

et al. 1998

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These experiments are the first to investigate children's encoding and use of information about a memory cue in Bjork's (1972) intentional forgetting task. In Experiment 1, children in Grades 2, 4, and 6 and college students were given cues to either remember or forget after the presentation of each picture. Recall and recognition tests of pictures and cues followed. The procedure in Experiment 2 was identical to that in Experiment 1 except that the list of presentation pictures was altered for some children (Grades 3 and 4) and adolescents (Grades 8 and 9) so that remember and forget cues were associated with particular taxonomic categories. In Experiment 3, the testing component was modified so that children (Grades 2, 3, and 4) and college students were asked to recall only the cue associated with each picture. The results indicated that (1) children as young as second graders encode the cue associated with each picture, although to a lesser extent than do college students, (2) much improvement in intentional forgetting is still occurring during adolescence, (3) only adults adequately cluster their recall by cue, (4) associating remember and forget cues with items from different categories does not increase the differentiation between cues, and (5) eliminating picture recall and recognition has minimal effects on the magnitude of cue judgments. These results suggest that children's difficulties on intentional forgetting tasks stem, at least in part, from their poorer encoding of information about whether an item should be remembered or forgotten.

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Direct and Indirect Measures of Intentional Forgetting in Children and Adults: Evidence for Retrieval Inhibition and Reinstatement

Cited by 10 publications

References 0 publications

Directed Forgetting and Aging: The Role of Retrieval Processes, Processing Speed, and Proactive Interference

Directed Forgetting and Aging: The Role of Retrieval Processes, Processing Speed, and Proactive Interference

The role of intentional forgetting in reducing children's retroactive interference.

Knowing what to remember and forget: A developmental study of cue memory in intentional forgetting

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