Selective postevent review and children’s memory for nonreviewed materials

Conroy, Rowena; Salmon, Karen

doi:10.1016/j.jecp.2004.11.004

Cited by 23 publications

(29 citation statements)

References 55 publications

(97 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…3 A few other studies have also reported long-term RIFO (Conroy & Salmon, 2005, 2006Ford, Keating, & Patel, 2004;Migueles & Garcia-Bajos, 2007;Storm, Bjork, Bjork, & Nestojko, 2006). However, these studies have all used procedures that differed significantly from the typical retrieval practice paradigm.…”

Section: Discussion Chan 12mentioning

confidence: 99%

Long-term effects of testing on the recall of nontested materials

Chan

2010

Memory

View full text Add to dashboard Cite

Testing, or memory retrieval, is a powerful way to enhance long-term retention of studied material. Recent studies have shown that testing can also benefit later retention of related but nontested material (a finding known as retrieval-induced facilitation, Chan, McDermott, & Roediger, 2006), but the long-term consequences of this benefit is unknown. In the current experiment three retention intervals-20 minutes, 24 hours, 7 days-were used to assess the effects of testing on subsequent recall of the nontested material. The results indicate that the magnitude of retrieval-induced facilitation, like that of the testing effect (i.e., the memorial benefit of testing on the tested material), increases with delay at the beginning (i.e., between 20 minutes and 24 hours) but asymptotes afterward (i.e., between 24 hours and 7 days). Theoretical and applied implications of this finding are discussed. Chan 2 Abstract Testing, or memory retrieval, is a powerful way to enhance long-term retention of studied

show abstract

Section: Discussion Chan 12mentioning

confidence: 99%

Long-term effects of testing on the recall of nontested materials

Chan

2010

Memory

View full text Add to dashboard Cite

show abstract

“…In a direct comparison between massed and spaced testing, no long-term RIFO was observed when massed retrieval practice was employed, which is the common procedure in RIFO experiments; however, when retrieval practice sessions were spaced over days, long-term RIFO was found (Conroy & Salmon, 2005). Two other studies also showed long-term RIFO effects (Migueles & Garcia-Bajos, 2007;Storm, Bjork, Bjork, & Nestojko, 2006).…”

Section: Chan 27mentioning

confidence: 98%

“…These methods include giving subjects a set of integration instructions (Anderson & McCulloch, 1999;Smith & Hunt, 2000), using materials that are naturally integrative (Bauml & Hartinger, 2002;Carroll, et al, 2007;Conroy & Salmon, 2005;Garcia-Bajos, et al, 2009;Little, Bjork, & Bjork, 2007;Migueles & Garcia-Bajos, 2007), and asking subjects to make similarity judgments on the study materials (Anderson, et al, 2000). Although only a small subset of these studies reveal a RIFA effect (Anderson, et al, 2000;Garcia-Bajos, et al, 2009), the others have Chan 24 all shown that integrative encoding can reduce or eliminate RIFO.…”

Section: The Importance Of Integration In Producing Rifa or Rifomentioning

confidence: 99%

“…However, many of these experiments shared one common methodological characteristic that differed from the typical retrieval practice paradigm: subjects in these experiments performed retrieval practice spaced over three (Conroy & Salmon, 2005 or more (Ford, Keating, & Patel, 2004) days. In a direct comparison between massed and spaced testing, no long-term RIFO was observed when massed retrieval practice was employed, which is the common procedure in RIFO experiments; however, when retrieval practice sessions were spaced over days, long-term RIFO was found (Conroy & Salmon, 2005).…”

Section: Chan 27mentioning

confidence: 99%

See 1 more Smart Citation

When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing

Chan

2009

Journal of Memory and Language

178

223

View full text Add to dashboard Cite

Retrieval practice can enhance long-term retention of the tested material (the testing effect), but it can also impair later recall of the nontested material -a phenomenon known as retrieval-induced forgetting (Anderson, M. C., Bjork, R. A., & Bjork, E. L. (1994). Remembering can cause forgetting: retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(5), 1063-1087). Recent research, however, has shown that retrieval practice can sometimes improve later recall of the nontested material -a phenomenon termed retrieval-induced facilitation (Chan, J. C. K., McDermott, K. B., & Roediger, H. L. (2006). Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material. Journal of Experimental Psychology: General, 135,[553][554][555][556][557][558][559][560][561][562][563][564][565][566][567][568][569][570][571]. What drives these different effects? Two experiments were designed to examine the conditions under which retrieval induces forgetting and facilitation. Two variables, the level of integration invoked during encoding and the length of delay between retrieval practice and final test, were revealed as critical factors in determining whether testing facilitated or hindered later retrieval of the nontested information. A text processing framework is advanced to account for these findings. KeywordsMemory, testing effect, education, retrieval practice, retrieval-induced forgetting, retrieval induced facillitation, delay, integration, prose, situation model, discourse processing, retention interval, inhibition Chan 2 AbstractRetrieval practice can enhance long-term retention of the tested material (the testing

show abstract

“…For instance, in research on retrieval-induced forgetting, some authors have reported full recovery from inhibition after a day or more (Chan, 2009 ;MacLeod & Macrae, 2001 ;Saunders & MacLeod, 2002 ) , concluding that the effect is transient, whereas other authors have reported inhibition after 24 h (Ford, Keating, & Patel, 2004 ;Conroy & Salmon, 2005 ;Conroy & Salmon, 2006 ;Garcia-Bajos, Migueles, & Anderson, 2009 ;Storm et al, 2006 ;Racsmány, Conway, & Demeter, 2010 ;Tandoh & Naka, 2007 ) . Indeed, Garcia-Bajos, Migueles, and Anderson found, using an eyewitness memory video, retrieval-induced forgetting after a week that was signifi cant and undiminished (Garcia-Bajos et al, 2009 ) .…”

Section: Effects Of Retention Interval On the Effect Are Unclearmentioning

confidence: 99%

Towards a Cognitive and Neurobiological Model of Motivated Forgetting

Anderson

Huddleston

2011

Nebraska Symposium on Motivation

150

149

View full text Add to dashboard Cite

Historically, research on forgetting has been dominated by the assumption that forgetting is passive, refl ecting decay, interference, and changes in context. This emphasis arises from the pervasive assumption that forgetting is a negative outcome. Here, we present a functional view of forgetting in which the fate of experience in memory is determined as much by motivational forces that dictate the focus of attention as it is by passive factors. A central tool of motivated forgetting is retrieval suppression, a process whereby people shut down episodic retrieval to control awareness. We review behavioral, neurobiological, and clinical research and show that retrieval suppression leads us to forget suppressed experiences. We discuss key questions necessary to address to develop this model, relationships to other forgetting phenomena, and the implications of this research for understanding recovered memories. This work provides a foundation for understanding how motivational forces infl uence what we remember of life experience.

show abstract

Selective postevent review and children’s memory for nonreviewed materials

Cited by 23 publications

References 55 publications

Long-term effects of testing on the recall of nontested materials

Long-term effects of testing on the recall of nontested materials

When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing

Towards a Cognitive and Neurobiological Model of Motivated Forgetting

Contact Info

Product

Resources

About