Abstract

A large body of evidence suggested that both emotion and self-referential processing can enhance memory. However, it remains unclear how these two factors influence directed forgetting. This study speculates that directed forgetting of negative self-referential memory is more difficult than forgetting of other-referential memory. To verify this speculation, we combined the directed forgetting paradigm with the self-reference task. The behavioral result suggested that although both self-referential and other-referential information can be directly forgotten, less self-referential information can be forgotten than other-referential information. At the neural level, the forget instruction strongly activated the frontal cortex, suggesting that directed forgetting is not memory decay but an active process. In addition, compared with the negative other-referential information, forgetting of the negative self-referential information were associated with a more widespread activation, including the orbital frontal gyrus (BA47), the inferior frontal gyrus (BA45, BA44), and the middle frontal gyrus. Our results suggest that forgetting of the self-referential information seems to be a more demanding and difficult process.

Highlights

  • In the course of daily life, it is important to set aside outdated or irrelevant information out from the mind and turn to focusing on current tasks

  • The TBR and TBF stimuli were submitted to an analysis of variance with the reference type (SR and OR) and instruction type (TBR and TBF) as factors

  • The results revealed a main effect of the instruction type [F (1, 24) = 21.556, P = 0.000, partial g2 = 0.407], with TBR items (0.72760.034) were more often recognized than TBF items (0.61860.039).The results showed a main effect of the reference type [F (1, 24) = 25.247, P = 0.000, partial g2 = 0.473]

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Summary

Introduction

In the course of daily life, it is important to set aside outdated or irrelevant information out from the mind and turn to focusing on current tasks These demands of memory control are often investigated with the paradigms of directed forgetting [1,2,3,4,5] and think/no-think (TNT) [6,7,8]. The directed forgetting paradigm is frequently used in cognitive psychology and neuropsychology to determine the ability to voluntarily suppress irrelevant information. This paradigm has two common variants: item and list methods. The directed forgetting effect is obtained when the number of items instructed to be remembered is higher than the number of items instructed to be forgotten during the test period

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