Forgetting Of Words Research Articles

The Initiation and Release of Retrieval Inhibition

Abstract Subjects free recalled or were cued with either four or eight retrieval cues in a modified directed-forgetting study. A directed-forgetting effect was observed for free but not cued recall. In addition, the same cues that initiated blocking for “remember” words were observed to release the suppression for “forget” words. An explanation of the differential effect of experimenter-provided retrieval cues on the retrieval of remember and forget words is provided.

Painted Poems, Forgotten Words. Poem-Pictures and Classical Japanese Literature

Painted Poems, Forgotten Words. Poem-Pictures and Classical Japanese Literature

Directed forgetting affects both direct and indirect tests of memory.

In two experiments, subjects were instructed either to remember or to forget each word. Following study, two tests were given, one a direct test of memory requiring conscious recollection of the study list and the other an indirect test that could be performed without awareness of the study list. In Experiment l, subjects recognized more remember than forget words (direct test) and completed more remember than forget fragments (indirect test) on both immediate and 1-week delayed tests. In Experiment 2, subjects showed superior recall (direct test) and greater repetition priming in lexical decision (indirect test) for remember than for forget words. The consistent directed forgetting effect on both types of tests is in accord with the idea that forget items are inhibited at the time of retrieval and that retrieval manipulations, unlike elaboration manipulations at encoding, affect direct and indirect tests in similar ways. In their review chapter, Johnson and Hasher (1987) identified the relations among different memory tasks as a central problem for memory researchers to address. One distinction they particularly emphasized was that between direct and indirect measures of memory. In the words of Johnson and Hasher (1987), Direct memory tasks (free recall, cued recall, recognition) require conscious expressions of remembering; indirect memory tasks (e.g., perceptual identification, homophone spelling, word completion, skill learning) do not (p. 64 l). Johnson and Hasher went on to survey the considerable research effort that had been directed at this distinction.

Episodic and semantic memory in posthypnotic amnesia: A reevaluation.

Recently, Kihlstrom found that a suggestion for posthypnotic amnesia produced impairments on episodic but not semantic memory tasks. During amnesia testing, highly and very highly susceptible subjects showed reduced recall for a previously learned word list but no deficits on a word association task designed to elicit the forgotten words as associates. He hypnotized that posthypnotic amnesia involved a dissociation between episodic and semantic components of memory. We tested the alternative hypothesis that Kihlstrom's findings resulted from experimental demands conveyed by the wording of the amnesia suggestion he employed. We found that subjects could be induced to show only episodic impairments (thereby replicating Kihlstrom) or both episodic and semantic impairments (contrary to Kihlstrom) by subtly varying the wording of amnesia suggestions. These findings are inconsistent with a dissociation hypothesis. Instead, they support the notion that hypnotic amnesia is a strategic enactment strongly influenced by expectations generated in the amnesia testing situation.

TWO FORGOTTEN WORDS IN THE HEBREW LANGUAGE

TWO FORGOTTEN WORDS IN THE HEBREW LANGUAGE Get access G. R. DRIVER G. R. DRIVER Search for other works by this author on: Oxford Academic Google Scholar The Journal of Theological Studies, Volume os-XXVIII, Issue April, April 1927, Pages 285–287, https://doi.org/10.1093/jts/os-XXVIII.April.285 Published: 01 April 1927