Was the item recalled and if so by whom?

Voss, James F.; Vesonder, Gregg; Post, Tim; Ney, L.

doi:10.1016/0749-596x(87)90102-1

Cited by 21 publications

(55 citation statements)

References 10 publications

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“…As previous research has demonstrated (e.g., Brown & Halliday, 1991;Voss et al, 1987), subjects recognize whether or not an item was previously encountered in an experimental situation better than they recognize the source of that item. Item recognition is superior whether the source monitoring involves discrimination between an internal and an external source or between two external sources.…”

Section: Discussionmentioning

confidence: 74%

“…We made three predictions: (1) Subjects' ability to recognize that an item had been on the list would exceed their ability to recognize its source-that is, which voice had spoken the item. As noted earlier, this is a common finding (e.g., Brown & Halliday, 1991;Voss et al, 1987) and may derive from the fact that source monitoring requires, on average, more differentiated input (Johnson et al, 1993). (2) Both item recognition and source monitoring would decrease as the delay increased.…”

Section: Methodsmentioning

confidence: 95%

“…Studies collecting data on both source and item memory have yielded a consistent finding: item information is remembered better than source information (see, e.g., Batchelder & Riefer, 1990;Brown & Halliday, 1991;Voss, Vesonder, Post, & Ney, 1987). The inferiority of source memory is especially pronounced in older adults (e.g., Cohen & Faulkner, 1989;Hashtroudi, Johnson, & Chrosniak, 1989;McIntyre & Craik, 1987) and patients with organic memory disorders (Schacter, Harbluk, & McLachlan, 1984;Shimamura & Squire, 1987), suggesting that the ability to remember items and the ability to remember the source of those items are dissociable processes.…”

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confidence: 89%

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A comparison of item and source forgetting

Bornstein

LeCompte

1995

Psychon Bull Rev

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Section: Discussionmentioning

confidence: 74%

Section: Methodsmentioning

confidence: 95%

mentioning

confidence: 89%

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A comparison of item and source forgetting

Bornstein

LeCompte

1995

Psychon Bull Rev

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“…In a number of studies, CSIM calculated for single sources has been used to measure source memory (e.g., Anderson, 1984;Cohen & Faulkner, 1989;Light et aI., 1992;Rabinowitz, 1989;Voss, Vesonder, Post, & Ney, 1987). Ifwe use Source A as an example, the computational formula for single-source CSIM is…”

Section: Conditional Source Identification Measure and Conditional Famentioning

confidence: 99%

An evaluation of empirical measures of source identification

1996

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“…In addition, one can compute identification-of-origin scores for each list (I), which represent how well participants can discriminate the source of an item from that list (see Anderson, 1984; M. K. Johnson, Foley, & Leach, 1988;Voss, Vesonder, Post, & Ney, 1987). In terms of Equation 1, the identification-of-origin scores are derived as and…”

Section: Traditional Measures Of Recognitionmentioning

confidence: 99%

Directed Forgetting in Incidental Learning and Recognition Testing: Support for a Two-Factor Account.

Sahakyan¹,

Delaney²

2005

Journal of Experimental Psychology: Learning, Memory, and Cogni

125

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Abstract:Instructing people to forget a list of items often leads to better recall of subsequently studied lists (known as the benefits of directed forgetting). The authors have proposed that changes in study strategy are a central cause of the benefits (L. Sahakyan & P. F. Delaney, 2003). The authors address 2 results from the literature that are inconsistent with their strategy-based explanation: (a) the presence of benefits under incidental learning conditions and (b) the absence of benefits in recognition testing. Experiment 1 showed that incidental learning attenuated the benefits compared with intentional learning, as expected if a change of study strategy causes the benefits. Experiment 2 demonstrated benefits using recognition testing, albeit only when longer lists were used. Memory for source in directed forgetting was also explored using multinomial modeling. Results are discussed in terms of a 2-factor account of directed forgetting. Key words: directed forgetting, intentional forgetting, study strategies, multinomial modeling, inhibition Article:When people find out that they are talking to a memory specialist, they often ask about how to improve their memories and how to remember more effectively. The irony of this is that people should perhaps be interested in how to forget things better in order to improve memory, as it appears that forgetting often leads to better memory (R. A. Bjork, 1989).One way to study the linkage between forgetting and learning is to ask people to forget something they have just studied-a procedure known as directed forgetting. A forget instruction can be delivered either after each item (known as the item method) or after a block of items (known as the list method). These two methodologies were shown to have different underlying mechanisms, with the item method reflecting encoding phenomena (better encoding of forget vs. remember items), and the list method most likely reflecting retrieval phenomena (e.g., Basden, Basden, & Gargano, 1993;R. A. Bjork, 1989). The current article focuses on the list method of directed forgetting because the mechanism underlying this phenomenon has created a variety of theoretical viewpoints as opposed to the mechanism supporting the item method. (For a more complete review of directed forgetting and related procedures such as specific intentional forgetting, see H. Johnson, 1994, or MacLeod, 1998 A typical list method directed forgetting study presents participants with two word lists to study. Between administration of the two lists, the experimenter instructs half of the participants to forget the first list and the  We are grateful to Xiangen Hu and William Batchelder for their help with the GPT.EXE software and multinomial models in general. Thanks also go to Kathryn Hughes, Kristin Kukharenko, Ryan Lobo, and Isabel Manzano for their help in data collection and scoring.

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Was the item recalled and if so by whom?

Cited by 21 publications

References 10 publications

A comparison of item and source forgetting

A comparison of item and source forgetting

An evaluation of empirical measures of source identification

Directed Forgetting in Incidental Learning and Recognition Testing: Support for a Two-Factor Account.

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