Similarity and inhibition in long-term memory: Evidence for a two-factor theory.

Anderson, Michael C.; Green, Collin; McCulloch, Kathleen C.

doi:10.1037/0278-7393.26.5.1141

Cited by 125 publications

(233 citation statements)

References 48 publications

(157 reference statements)

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“…In agreement with the integration findings, retrievalinduced forgetting can also be reduced or eliminatedif there is a high degree of similarity between practiced and nonpracticed items, caused either by instructed relational processing of the two types of items (Anderson, Green, & McCulloch, 2000) or by a strong categorial relation between them (Bäuml & Hartinger, 2002). Bäuml and Hartinger, for instance, let participants study categorized item lists, with each category consisting of exemplars from two different semantic subcategories.…”

Section: Boundary Conditions Of Retrieval-induced Forgettingmentioning

confidence: 61%

Retrieval-induced forgetting and part-list cuing in associatively structured lists

Bäuml

Kuhbandner

2003

Memory & Cognition

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Using DRM lists (Roediger & McDermott, 1995) in two experiments, we compared the effects of retrieval practice on a subset of the items and of the presentation of those items as retrieval cues at test on recall of the lists' critical items. In Experiment 1, the critical items were part of the studied lists, thus addressing these items' veridical recall; in Experiment 2, they were not studied, thus addressing these items' false recall. Three major results emerged. First, retrieval practice and part-list cuing reduced both veridical and false recall. Second, the two manipulations induced an integration effect in veridical recall, with substantial forgetting in lists with low false recall levels and no forgetting in lists with high false recall levels. Third, retrieval practice and part-list cuing created the same effects on recall, qualitativelyand quantitatively.These results suggest that the detrimental effects of retrieval practice and part-list cuing were mediated by similar mechanisms. They are consistent with the view that not only retrieval-induced forgetting, but also part-list cuing is caused by inhibitory processes.

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Section: Boundary Conditions Of Retrieval-induced Forgettingmentioning

confidence: 61%

Retrieval-induced forgetting and part-list cuing in associatively structured lists

Bäuml

Kuhbandner

2003

Memory & Cognition

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“…To heighten interference during list 2 learning, participants could be given the same stimulus words from list 1, but new response words. However, if the response words on list 2 are similar to the response words on list 1, RI disappears (see Anderson, Green, & McCulloch, 2000). Osgood (1949) termed this effect the "similarity paradox" and it usefully highlights that greater similarity does not always lead to more forgetting.…”

Section: Discussionmentioning

confidence: 99%

Wakeful rest alleviates interference-based forgetting

Mercer

2014

Memory

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Retroactive interference -the disruptive influence of events occurring after the formation of a new memory -is one of the primary causes of forgetting. Placing individuals within an environment that postpones interference should therefore greatly reduce the likelihood of information being lost from memory. For example, a short period of wakeful rest should diminish interference-based forgetting. To test this hypothesis, participants took part in a foreign language learning activity and were shown English translations of 20 Icelandic words for immediate recall. Half of the participants were then given an 8 min rest before completing a similar or dissimilar interfering distractor task. The other half did not receive a rest until after the distractor task, at which point interference had already taken place. All participants were then asked to translate the Icelandic words for a second time. Results revealed that retention was significantly worse at the second recall test, but being allowed a brief rest before completing the distractor task helped reduce the amount of forgetting. Taking a short, passive break can shield new memories from retroactive interference and alleviate forgetting.

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“…A number of studies have used independent cues (e.g., Anderson & Bell, 2001;Anderson & Green, 2001), but always with a different paradigm and/or different types of materials. Anderson, Green, and McCulloch (2000) did administer an independent category-cued recall test with the names of the hidden categories as cues and found retrieval-induced forgetting. However, their study phase was quite different from Anderson and Spellman's original. In the present experiment, the study phase was identical to that of Anderson and Spellman (1995), and only the hidden categories were used as cues in the category-cued recall task.…”

Section: Methodsmentioning

confidence: 99%

Retrieval-induced forgetting in implicit memory tests: The role of test awareness

Camp

Pecher

Schmidt

2005

Psychonomic Bulletin & Review

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A number of studies using the retrieval-practice paradigm have shown that inhibition can play a role in retrieval from memory (for a review, see Anderson, 2003). In the retrieval-practice paradigm, participants first study a number of category-exemplar pairs, followed by retrieval practice with half of the studied exemplars from half of the studied categories. Retrieval practice is carried out using a category-plus-word-stem cued recall task. Their memory is then tested for both practiced and unpracticed exemplars. Typically, results show an increase in recall for practiced items (RPϩ items) and a decrease in recall for unpracticed items (RPϪ items) that belong to the same category as the practiced items, when compared with exemplars from categories that received no retrieval practice (NRP items). In this final recall test, the names of the studied categories are used as cues.Anderson and Spellman (1995) adapted the retrievalpractice paradigm and found retrieval-induced forgetting using independent extralist retrieval cues. These results led Anderson and Spellman to conclude that retrievalinduced forgetting is an inhibitory effect and that the relation between the category and the exemplar or between the practiced and unpracticed items within the category is not inhibited, but rather the unpracticed item itself. They considered cue-independent forgetting to be an empirical criterion for inhibition.However, if retrieval-induced forgetting is due to item inhibition, it should also be found using different types of tests. In principle, the retrieval-induced forgetting effect should be found with any type of test assessing the activation of the inhibited item. A number of studies have investigated the validity of this claim using implicit memory tasks rather than the category-cued recall task used traditionally in the test phase of the retrieval-practice paradigm. Unlike what is done in explicit memory tasks such as category-cued recall, no reference is made to the study phase in implicit memory tasks.Butler, Williams, Zacks, and Maki (2001) used a wordfragment completion task to test implicit memory in the retrieval-practice paradigm. They did not obtain retrievalinduced forgetting. Nor did they obtain retrieval-induced forgetting in several experiments with explicit tests of memory such as word-fragment-cued recall, categoryplus-word-fragment-cued recall, and category-plus-stemcued recall. They found retrieval-induced forgetting only in the standard category-cued recall condition. Therefore, retrieval-induced forgetting seems to depend more on visually presenting a part of the target item than on whether the final memory test is implicit or explicit. In addition, Butler et al. note that most participants detected the connection between the test phase and the study and practice phases. Therefore, the word-fragment completion task could not be regarded as truly implicit.Perfect, Moulin, Conway, and Perry (2002) used five different tests of implicit memory in the retrieval-practice paradigm: category generation, cate...

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Similarity and inhibition in long-term memory: Evidence for a two-factor theory.

Cited by 125 publications

References 48 publications

Retrieval-induced forgetting and part-list cuing in associatively structured lists

Retrieval-induced forgetting and part-list cuing in associatively structured lists

Wakeful rest alleviates interference-based forgetting

Retrieval-induced forgetting in implicit memory tests: The role of test awareness

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