Attenuation of proactive interference in short-term memory as a function of cueing to forget.

Turvey, M. T.; Wittlinger, Roy P.

doi:10.1037/h0027283

Cited by 21 publications

(17 citation statements)

References 8 publications

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“…The data are not yet available to formulate or test a theory of intentional forgetting in a precise way, although considerable work is in progress (see, e.g., Elmes, 1969;Turvey & Wittlinger, 1969 ;Weiner & Reed, 1969). If the present theory, or some other theory, holds up under scrutiny, it should be possible to specify the processes by which information no longer needed is set aside by the human information processor.…”

Section: A Theory Of Intentional Forgettingmentioning

confidence: 99%

Positive forgetting: The noninterference of Items intentionally forgotten

Bjork¹

1970

Journal of Verbal Learning and Verbal Behavior

325

294

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Efficient remembering is clearly related to efficient forgetting: information no longer needed must be prevented from interfering proactively with the handling of new information. This paper reports three paired-associate probe experiments designed to assess whether Ss could take advantage of a signal to forget some or all of the pairs presented prior to the signal. As it turns out, the effects of a forget signal are considerable: to-be-forgotten pairs do not inferfere at all with the recall of to-be-remembered pairs. A theory of intentional forgetting is proposed that assumes Ss (a) organize the remember items into a grouping that functionally separates them from the forget items and (b) devote all rehearsal activities following the forget instruction to the remember items.

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Section: A Theory Of Intentional Forgettingmentioning

confidence: 99%

Positive forgetting: The noninterference of Items intentionally forgotten

Bjork¹

1970

Journal of Verbal Learning and Verbal Behavior

325

294

View full text Add to dashboard Cite

show abstract

“…Requests for reprints should be addressed to Doug Wetzel, Department of Psychology, University of California, Riverside, California 92502. fied versions of the Brown-Peterson paradigm (Bjork, LaBerge, & Legrand, 1968;Turvey & Wittlinger, 1969). Another directed forgetting paradigm consists of individually cuing the items in a list and then assessing the effect of this cuing in free recall.…”

mentioning

confidence: 99%

Effect of orienting tasks and cue timing on the free recall of remember- and forget-cued words.

Wetzel

1975

Journal of Experimental Psychology: Human Learning and Memory

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The role of differential processing opportunities in directed forgetting was investigated in two free-recall experiments. In Experiment 1, subjects were required to perform an orienting task prior to the reception of a cue to remember (R) or forget (F) an individual word in a list. Different subjects wrote either (a) the stimulus word, (b) a rhyme for the stimulus word, or (c) an adjective or noun appropriate to the word. In Experiment 2, the R and F cues were presented with a shorter delay (1 sec) than in Experiment 1 (5 sec). The tasks differentially interfered with subjects' processing of R-cued words but had little effect on the uniformly poor recall of F-cued words. The more immediate cuing produced an overall higher level of R-but not F-word recall. A delayed recognition test showed R words to be recognized more often than F words. The results demonstrate that rehearsal opportunities are important in directed forgetting and suggest that a pendent, or same-level processing maintains an item until a cue directs either discontinued or more integrative processing.

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“…Similar cueing-to-forget procedures have been employed in a number of recent studies. Some of these studies have attempted to clarify interference mechanisms in memory (Bjork, 1970b;Bjork, LaBerge, & Legrande, 1968;Elmes, 1969aElmes, , 1969bElmes, Adams, & Roediger, 1970;Reed, 1970;Turvey & Wittlinger, 1969); others have been concerned with motivational factors in memory (Weiner & Reed, 1969), causes of the primacy effect in free recall (Bruce & Papay, 1970), and other problems. The intentional-forgetting paradigm represents a tool with which to attack a variety of problems in the study of memory.…”

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confidence: 99%

Forgetting and remembering in free recall: Intentional and unintentional.

Woodward¹,

Bjork²

1971

Journal of Experimental Psychology

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Two free recall experiments were designed to study the processes by which 5s remember some items and forget others. In both experiments, 5s were cued immediately after each word in a list whether to remember (R word) or to forget (F word) that word. After each of six such lists, 5s were asked to recall the R words and to avoid recalling the F words; in general, 5s were remarkably able to do both. At the end of the experiment, 5s were asked, without forewarning, to recall any and all R words and F words they could remember. In Exp. I, final recall of F words was very poor: they seemed not to be in memory. In Exp. II, which employed categorized lists, 5s recalled F words quite well given that there were R words in the same semantic category. The results suggest that the differential rehearsal devoted to R words operates primarily on retrieval rather than on storage.

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Attenuation of proactive interference in short-term memory as a function of cueing to forget.

Abstract: Wickens for providing equipment and facilities and Leni Rosenfield for assistance in the collection of the data.2 Requests for reprints should be sent to M.

Cited by 21 publications

References 8 publications

Positive forgetting: The noninterference of Items intentionally forgotten

Positive forgetting: The noninterference of Items intentionally forgotten

Effect of orienting tasks and cue timing on the free recall of remember- and forget-cued words.

Forgetting and remembering in free recall: Intentional and unintentional.

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