The effects of preconceptions on directed forgetting - the example of e-learning

Abstract

This study used the item-based legal forgetting paradigm to investigate the effects of preconception type and material type on directed forgetting, and further explored the effects of preconception on directed forgetting of specific and gist memories through 2 experiments using static textual images and selected dynamic videos as experimental material in a simulated online teaching environment. The results showed that positive preconceptions induced directed forgetting of specific memory, while negative preconceptions enhanced directed forgetting of gist memory only. At the same time, static materials showed a directional forgetting effect, while dynamic materials did not show a directional forgetting effect. Static materials improve individual learning more than dynamic materials.