List-Method Directed Forgetting in Cognitive and Clinical Research

Sahakyan, Lili; Delaney, Peter F.; Foster, Nathaniel L.; Abushanab, Branden

doi:10.1016/b978-0-12-407187-2.00004-6

Cited by 98 publications

(130 citation statements)

References 97 publications

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“…Thus, MTL stimulation may increase the rate of contextual change, thereby causing one to forget. This finding parallels recent research on directing forgetting [24]. Via a series of psychological [25, 26] and neural recording [?]…”

Section: Discussionsupporting

confidence: 82%

Stimulation of the human medial temporal lobe between learning and recall selectively enhances forgetting

et al. 2017

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Background Direct electrical stimulation applied to the human medial temporal lobe (MTL) typically disrupts performance on memory tasks, however, the mechanism underlying this effect is not known. Objective To study the effects of MTL stimulation on memory performance Methods We studied the effects of MTL stimulation on memory in five patients undergoing invasive electrocorticographic monitoring during various phases of a memory task (encoding, distractor, recall). Results We found that MTL stimulation disrupted memory performance in a timing-dependent manner; we observed greater forgetting when applying stimulation during the delay between encoding and recall, compared to when it was applied during encoding or recall. Conclusions The results suggest that recall is most dependent on the MTL between learning and retrieval.

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Section: Discussionsupporting

confidence: 82%

Stimulation of the human medial temporal lobe between learning and recall selectively enhances forgetting

et al. 2017

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“…Neither of these accounts can explain the dissociation observed in this study and in many other studies, where the costs and benefits are not always observed together (see, e.g., Pastötter & Bäuml, 2010;Sahakyan et al, 2013). In the current study, even though format mismatch eliminated DF costs, the benefits remained intact in all conditions.…”

Section: Discussioncontrasting

confidence: 67%

Additional boundary condition for list-method directed forgetting: The effect of presentation format.

Hupbach

Sahakyan

2014

Journal of Experimental Psychology: Learning, Memory, and Cogni

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The attempt to forget some recently encoded information renders this information difficult to recall in a subsequent memory test. "Forget" instructions are only effective when followed by learning of new material. In the present study, we asked whether the new material needs to match the format of the to-be-forgotten information for forgetting effects to emerge. Participants studied visually presented words or line drawings (L1) and afterward were instructed to remember or forget these items. Then a 2nd conceptually unrelated list (L2) was presented that either matched or mismatched the format of L1. Forgetting effects were observed only when the lists matched in format but not when the formats mismatched. This result establishes an important boundary condition of directed forgetting and suggests that when salient retrieval cues guide retrieval, they eliminate the effect of the "forget" cue. Implications for theories of directed forgetting are discussed.

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“…Research has shown that saving information (whether via camera or computer) can make it more difficult to remember, but what effect does saving have on the ability to encode and remember other information? One explanation of the directed-forgetting effect is that the cue to forget reduces proactive interference, which thus allows new information to be better remembered than it would have been otherwise (for a review of theoretical accounts, see Sahakyan, Delaney, Foster, & Abushanab, 2013). It may be, for example, that by saving some information, people put themselves in a better position to remember other information.…”

Section: Research Articlementioning

confidence: 99%

Saving-Enhanced Memory

2014

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With the continued integration of technology into people's lives, saving digital information has become an everyday facet of human behavior. In the present research, we examined the consequences of saving certain information on the ability to learn and remember other information. Results from three experiments showed that saving one file before studying a new file significantly improved memory for the contents of the new file. Notably, this effect was not observed when the saving process was deemed unreliable or when the contents of the to-be-saved file were not substantial enough to interfere with memory for the new file. These results suggest that saving provides a means to strategically off-load memory onto the environment in order to reduce the extent to which currently unneeded to-be-remembered information interferes with the learning and remembering of other information.

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List-Method Directed Forgetting in Cognitive and Clinical Research

Cited by 98 publications

References 97 publications

Stimulation of the human medial temporal lobe between learning and recall selectively enhances forgetting

Stimulation of the human medial temporal lobe between learning and recall selectively enhances forgetting

Additional boundary condition for list-method directed forgetting: The effect of presentation format.

Saving-Enhanced Memory

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