“…These include: (1) the need to 'match' the starting point from which forgetting is measured; (2) the advantages/disadvantages of different techniques for this matching; (3) avoiding ceiling and floor effects; (4) consideration about whether forgetting should start being measured during or immediately following stimulus presentation; (5) the nature of the distraction activity between test intervals; and (6) whether repeated or equivalent material should be tested at different delay intervals (Brooks & Baddeley, 1976;Green & Kopelman, 2002;Huppert & Piercy, 1977, 1978Isaac & Mayes, 1999a, 1999bKopelman, 1985Kopelman, , 1997Kopelman, , 2000bKopelman & Stanhope, 1997;Mayes, 1988;Mayes & Downes, 1997;McKee & Squire, 1992;Slamecka & McElree, 1983). Reviewing the epilepsy literature, Elliott, Isaac, and Mulhert (2014) published a methodological critique of forgetting studies, which additionally included comments on the need to use both verbal and visual forgetting measures, and the importance of appropriate matching of groups on demographic and cognitive variables.…”