The sufficient conditions for directed forgetting in normal and educable mentally retarded adolescents

Bray, Norman W.; Justice, Elaine M.; Simon, Deborah L.

doi:10.1016/0160-2896(78)90006-5

Cited by 8 publications

(2 citation statements)

References 12 publications

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“…This finding has been attributed to the adaptive inhibition of no-longer-relevant items (Bjork, 1989). Directed forgetting studies using a blocked-design in children suggests that inhibitory processing is apparent to a limited degree in first-through third-grade children, with age-related increases reaching adult-like levels of performance by around the fifth grade (Bray et al, 1978;Harnishfeger & Pope, 1996), and continuing to increase at a lesser rate throughout adolescence (Bray et al, 1985).…”

Section: Selective Learning In Childrenmentioning

confidence: 98%

Development of Verbal Selective Learning

Hanten

Chapman

et al. 2007

Developmental Neuropsychology

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Using incentive-based auditory word recall we studied the efficiency of selective learning in children ages 6-18 years. We found effects of age for both selective learning efficiency and for total words recalled, which differed in developmental trajectory. The number of words recalled showed a nonlinear component, reflecting a negatively accelerated increase with age. In contrast, the measure of selective learning was linear with age. Overall, selective learning efficiency was not related to the total number of words recalled. The findings provide a framework for interpretation of studies of selective learning in clinical populations.

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Section: Selective Learning In Childrenmentioning

confidence: 98%

Development of Verbal Selective Learning

Hanten

Chapman

et al. 2007

Developmental Neuropsychology

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“…Item-method directed forgetting has generally been examined using words as the stimuli at both study and test (e.g., Bjork, 1970;Muther, 1965;MacLeod, 1975MacLeod, , 1989Woodward & Bjork, 1971). However, pictures have been used at study, particularly when participants are unable to easily process words-for example, in studies using young children (e.g., Lehman, McKinley-Pace, Leonard, Thompson, & Johns, 2001), animals (e.g., Roberts, Mazmanian, & Kraemer, 1984), or certain clinical populations (e.g., mental retardation: Bray, Justice, & Simon, 1978). At test, participants have then been required to recall the verbal referents of the studied pictures or to recognise the studied pictures when presented again.…”

mentioning

confidence: 99%

Directed forgetting: Comparing pictures and words.

Quinlan¹,

Taylor²,

Fawcett³

2010

Canadian Journal of Experimental Psychology / Revue canadienne

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The authors investigated directed forgetting as a function of the stimulus type (picture, word) presented at study and test. In an item-method directed forgetting task, study items were presented 1 at a time, each followed with equal probability by an instruction to remember or forget. Participants exhibited greater yes-no recognition of remember than forget items for each of the 4 study-test conditions (picture-picture, picture-word, word-word, word-picture). However, this difference was significantly smaller when pictures were studied than when words were studied. This finding demonstrates that the magnitude of the directed forgetting effect can be reduced by high item memorability, such as when the picture superiority effect is operating. This suggests caution in using pictures at study when the goal of an experiment is to examine potential group differences in the magnitude of the directed forgetting effect.

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