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Segregation of study items in memory determines the magnitude and direction of directed forgetting
Author(s) -
Icht Michal,
Chajut Eran,
Algom Daniel
Publication year - 2013
Publication title -
british journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.536
H-Index - 92
eISSN - 2044-8295
pISSN - 0007-1269
DOI - 10.1111/j.2044-8295.2012.02105.x
Subject(s) - psychology , forgetting , recall , recall test , surprise , word (group theory) , free recall , cognitive psychology , encoding specificity principle , test (biology) , identity (music) , social psychology , linguistics , paleontology , philosophy , physics , acoustics , biology
When words at study are divided into to‐be‐remembered and to‐be‐forgotten ones, people recall more of the former than of the latter in a surprise memory test for all words. In this study, we also tapped memory for word identity at study (forget or remember) by asking participants to reproduce in memory selected portions of the original words. We found word identity to be parasitic on word reproduction. As a result, there is a noted tendency to recall forget‐words from study as remember‐words in the memory test more than vice versa .