Retrieval Inhibition in Directed Forgetting Following Severe Closed-Head Injury.

Schmitter‐Edgecombe, Maureen; Marks, William; Wright, Matthew; Ventura, Marco

doi:10.1037/0894-4105.18.1.104

Cited by 19 publications

(13 citation statements)

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“…This work suggests that a relatively small number of CHI participants suffer from retrieval difficulties (Duchnick, Vanderploeg, & Curtiss, 2002; Curtiss et al, 2001), although these data are largely based on recognition-recall discrepancies. In contrast, using the directed forgetting paradigm (see Basden & Basden 1996; Basden, Basden, & Gargano, 1993), a method for examining inhibitory and retrieval mechanisms (Basden, Basden, & Wright, 2003), we found that severe CHI participants exhibited similar memory retrieval abilities as controls, despite displaying impaired recall performances (Schmitter-Edgecombe, Marks, Wright, &, Ventura, 2004). …”

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confidence: 64%

Verbal memory impairment in severe closed head injury: The role of encoding and consolidation

Wright

Schmitter‐Edgecombe

Woo

2010

Journal of Clinical and Experimental Neuropsychology

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We applied the Item Specific Deficit Approach (ISDA) to California Verbal Learning Test data obtained from 56 severe, acceleration-deceleration CHI participants and 62 controls. The CHI group demonstrated deficits on all ISDA indices in comparison to controls. Regression analyses indicated that encoding deficits, followed by consolidation deficits, accounted for most of the variance in delayed recall. Additionally, level of acquisition played a partial role in CHI-associated consolidation difficulties. Finally, CHI encoding deficits were largely driven by low semantic clustering during list learning. These results suggest that encoding (primary) and consolidation (secondary) deficits account for CHI-associated verbal memory impairment.

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confidence: 64%

Verbal memory impairment in severe closed head injury: The role of encoding and consolidation

Wright

Schmitter‐Edgecombe

Woo

2010

Journal of Clinical and Experimental Neuropsychology

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“…The deficit profile associated with TBI has often characterized as reflecting ‘frontal’ (Stuss & Gow, 1992: Vakil, 2005) or ‘frontal-temporal’ (Lezak et al, 2004) dysfunction, as attention, memory, and executive abilities require intact function of the frontal and temporal lobes. Indeed, we have found that distinct ‘frontal’ and ‘temporal’ components contribute to deficits in various forms of memory following severe TBI (Schmitter-Edgecombe & Wright, 2003; Schmitter-Edgecombe & Wright, 2004; Schmitter-Edgecombe et al, 2004; Wright & Schmitter-Edgecombe, 2011; Wright et al, 2010). For example, in a study of verbal memory where we employed a novel item analytic technique for discerning process disruptions on list-learning tests (Wright et al, 2009), we found that severe acceleration-deceleration TBI related-memory deficits were driven by strategic encoding deficits (primary) and consolidation problems (secondary) (Wright et al, 2010).…”

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confidence: 99%

Early metabolic crisis-related brain atrophy and cognition in traumatic brain injury

Wright

McArthur

Alger

et al. 2013

Brain Imaging and Behavior

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Traumatic brain injury often results in acute metabolic crisis. We recently demonstrated that this is associated with chronic brain atrophy, which is most prominent in the frontal and temporal lobes. Interestingly, the neuropsychological profile of traumatic brain injury is often characterized as ‘frontal-temporal’ in nature, suggesting a possible link between acute metabolic crisis related-brain atrophy and neurocognitive impairment in this population. While focal lesions and diffuse axonal injury have a well-established role in the neuropsychological deficits observed following traumatic brain injury, no studies to date have examined the possible contribution of acute metabolic crisis-related atrophy in the neuropsychological sequelae of traumatic brain injury. In the current study we employed positron emission tomography, magnetic resonance imaging, and neuropsychological assessments to ascertain the relationship between acute metabolic crisis related-brain atrophy and neurocognitive outcome in a sample of 14 right-handed traumatic brain injury survivors. We found that acute metabolic crisis related-atrophy in the frontal and temporal lobes was associated with poorer attention, executive functioning, and psychomotor abilities at 12 months post-injury. Furthermore, participants with gross frontal and/or temporal lobe atrophy exhibited numerous clinically significant neuropsychological deficits in contrast to participants with other patterns of brain atrophy. Our findings suggest that interventions that reduce acute metabolic crisis may lead to improved functional outcomes for traumatic brain injury survivors.

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“…However, if participants tend to change to a better encoding strategy following a forget instruction, then the List 2 benefits of directed forgetting should be observed in recognition testing as well. Prior research has consistently failed to detect the benefits (and the costs) with recognition tests using relatively short lists of 12-16 items per list (Basden & Basden, 1996;Basden et al, 1993;Geiselman et al, 1983;Gross et al, 1970;MacLeod, 1999;Schmitter-Edgecombe et al, 2004;Whetstone et al, 1996; but see E. L. Bjork & Bjork, 2003). We suspected that benefits in recognition studies were too small to detect with shorter lists; therefore, we systematically explored the role of list length in directed forgetting.…”

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Directed Forgetting in Incidental Learning and Recognition Testing: Support for a Two-Factor Account.

Sahakyan¹,

Delaney²

2005

Journal of Experimental Psychology: Learning, Memory, and Cogni

125

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Abstract: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 inconsistent with their strategy-based explanation: (a) the presence of benefits under incidental learning conditions and (b) the absence of benefits in recognition testing. Experiment 1 showed that incidental learning attenuated the benefits compared with intentional learning, as expected if a change of study strategy causes the benefits. Experiment 2 demonstrated benefits using recognition testing, albeit only when longer lists were used. Memory for source in directed forgetting was also explored using multinomial modeling. Results are discussed in terms of a 2-factor account of directed forgetting. Key words: directed forgetting, intentional forgetting, study strategies, multinomial modeling, inhibition Article:When people find out that they are talking to a memory specialist, they often ask about how to improve their memories and how to remember more effectively. The irony of this is that people should perhaps be interested in how to forget things better in order to improve memory, as it appears that forgetting often leads to better memory (R. A. Bjork, 1989).One way to study the linkage between forgetting and learning is to ask people to forget something they have just studied-a procedure known as directed forgetting. A forget instruction can be delivered either after each item (known as the item method) or after a block of items (known as the list method). These two methodologies were shown to have different underlying mechanisms, with the item method reflecting encoding phenomena (better encoding of forget vs. remember items), and the list method most likely reflecting retrieval phenomena (e.g., Basden, Basden, & Gargano, 1993;R. A. Bjork, 1989). The current article focuses on the list method of directed forgetting because the mechanism underlying this phenomenon has created a variety of theoretical viewpoints as opposed to the mechanism supporting the item method. (For a more complete review of directed forgetting and related procedures such as specific intentional forgetting, see H. Johnson, 1994, or MacLeod, 1998 A typical list method directed forgetting study presents participants with two word lists to study. Between administration of the two lists, the experimenter instructs half of the participants to forget the first list and the  We are grateful to Xiangen Hu and William Batchelder for their help with the GPT.EXE software and multinomial models in general. Thanks also go to Kathryn Hughes, Kristin Kukharenko, Ryan Lobo, and Isabel Manzano for their help in data collection and scoring.

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Retrieval Inhibition in Directed Forgetting Following Severe Closed-Head Injury.

Cited by 19 publications

References 66 publications

Verbal memory impairment in severe closed head injury: The role of encoding and consolidation

Verbal memory impairment in severe closed head injury: The role of encoding and consolidation

Early metabolic crisis-related brain atrophy and cognition in traumatic brain injury

Directed Forgetting in Incidental Learning and Recognition Testing: Support for a Two-Factor Account.

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