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Query: UMLS:C0598853 (forgetting)
 3,232 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

The effects of prior positions (PL), practice reinforcements of the criterion distance (CT), and retention intervals on proactive interference (PI) in a 20-cm. linear positioning task were examined. Independent treatment groups had either 0, 3, or 5 PL, with 1, 3, or 10 CT, and a 5-, 15-, or 50-sec. retention interval. Only absolute error scores at recall indicated PI. This forgetting occurred only under the highly restricted conditions of 5 PL and 1 CT after 15-and 50-sec. retention intervals. Since 0 PL groups showed no differences in recall over levels of retention intervals, PI alone apparently caused the forgetting.
J Mot Behav 1971 Sep
PMID:The effects of practice trials and prior learning on motor memory. 2394 76

A modified short-term memory design was employed in an attempt to structurally interfere with the codes subserving distance and location information. Location information was codable in that no forgetting occurred over an unfilled retention interval, and there was some evidence that distance information was also codable. The interference effects supported a mechanism whereby locations are stored in a visual-kinesthetic code, with distance information being stored in a kinesthetic code having no visual consequences. Variable error was found to be the measure sensitive to both decay and interference in keeping with the Laabs (1973) model. It was proposed that the integrated code for location information storage is the mechanism accounting for the greater relative precision and codability of location cues with respect to distance cues.
J Mot Behav 1975 Sep
PMID:Retention and coding in motor short-term memory. 2394 45

The frequent use of gain or loss scores as measures of the amount of learning and forgetting in motor skills was discussed. Learning is redefined as a gain in habit strength (forgetting a loss), with habit being a hypothetical construct representing the internal state which is learning. The use of gain scores is discussed in terms of the "physicalism-subjectivism dilemma," concerning the fact that the relationship between gains in performance and gains in habit strength (learning) is not known causing meaningless interpretations about the amount of learning. The dilemma has great consequences in studies of individual differences in learning, but is important in experimental designs as well. Some possible solutions to the dilemma are discussed.
J Mot Behav 1972 Jun
PMID:The case against learning and forgetting scores. 2395 55

One form of the Tsai-Partington numbers test was given for 0, 1, 8, or 19 original learning trials, and a different form was given for 10 transfer learning trials. Retention of transfer learning was tested after 24 hr for half of the subjects and after 2 min and again after 24 hr for the remainder of the subjects. Amount of forgetting of transfer learning increased with the length of the retention interval, but was not affected by the number of original learning trials; i.e., no proactive inhibition was observed. Also, performance during the transfer phase of the experiment was not significantly related to the number of original learning trials; no transfer was demonstrated. A previous study had found substantial retroactive inhibition with this task.
J Mot Behav 1975 Jun
PMID:Lack of proactive inhibition in a psychomotor task at two retention intervals. 2395 54

Marteniuk (1973) used negative results, which may be attributed to a lack of power, to question the adequacy of variable error as a measure of forgetting. He also used these negative results, along with constant error results which were consistent with the Laabs (1971, 1973) model of motor memory, to reject parts of the model related to variable error. Caution is advised when interpreting negative results and interchanging dependent measures.
J Mot Behav 1975 Jun
PMID:Comment on "retention characteristics of motor short-term memory cues". 2395 61

The retention characteristics of several cues thought to underlie movement reproduction ability were examined and the results were discussed in terms of two models of motor short-term memory (Laabs, 1973; Pepper & Herman, 1970). Trace decay was indexed by constant error and not variable error. It appeared that the movement cues studied all had access to the central processing capacity in that forgetting did not occur until rehearsal was blocked by the introduction of a secondary task. However, there was some evidence to indicate that different cues are centrally represented in varying degrees of exactness. In this respect reliance on active movement cues and location cues produced better reproduction than passive movement and distance cues, respectively. The existence of an adaptation level established from the range of movement utilized was supported, and short movements were more dependent on central processing capacity than were long movements.
J Mot Behav 1973 Dec
PMID:Retention characteristics of motor short-term memory cues. 2396 80

The effect of an interpolated movement on the recall of a blind, lever-positioning movement was assessed separately for the reproduction cues of distance and end-location. Both cues showed the context effect of assimilation, that is, the end-location of the interpolated movement caused directional biasing of the algebraic or constant error (CE) for location reproduction while the length of the interpolated movement caused similar directional biasing for distance reproduction. Variability about algebraic error (VE) was used to assess forgetting. There was no change in VE for location reproduction, and an increase in VE for distance reproduction was limited to the relatively large movements. Thus, an interpolated movement that does not have to be remembered does not cause interference with the retention of location information, but does cause some interference with the retention of distance information. The findings are discussed in relation to a model of motor short-term memory which incorporates both CE and VE.
J Mot Behav 1974 Dec
PMID:The effect of interpolated motor activity on the short-term retention of movement distance and end-location. 2396 42


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