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

The question, "How well do people remember life changes?" was approached in a longitudinal study of nearly 400 healthy men in a responsible profession. Three scales for assessing life changes were administered by questionnaire at two examinations nine months apart. The subjects were asked to report life change events occurring during a specific six-month period--that which immediately preceded the first examination. For all three life change scales there was substantial forgetting over the interval between reports, with a second report yielding total scores 34% to 46% less than those from the first report for the same period. The amount of change over time varied greatly across persons. These findings raise serious questions about the validity of retrospective studies of life change and illness when the period being reported is greater than six months in the past. They do not, however, jeopardize the potential of the method for prospective studies.
Arch Gen Psychiatry 1979 Apr
PMID:Life changes. Do people really remember? 42 3

The term selective inattention as used here subsumes those phenomena whose primary function is the active blocking or attenuation of partially processed contents en route to conscious expression. Examples are anxiety-motivated forgetting or perceptual distortion and hypnotically induced negative hallucinations. Studies in the field of selective attention have typically been designed to explain what takes place in a task in which the subject is first instructed to attend to a particular stimulus and then to consciously execute that instruction as well as he can. The rejection of content in process is examined only sceondarily as a consequence of the acceptance of relevant information. In the present experiments and theorizing, the emphasis instead is on inhibitory operations that take place automatically, without conscious intent, in response to a potential anxiety reaction. Experiment 1 explored the interaction of anxiety-linked inattention with strength of a target stimulus. Three female subjects were programmed under hypnosis to respond posthypnotically in the On condition with prescribed degrees of anxiety when certain Blacky pictures popped into mind later ,t the end of experimental trials; in the Off conditionall pictures were to become neutral. With the three female subjects still under hypnosis, each of the loaded pictures was then paired with a four-letter work relevant to the individual's own version of what was happening in the picture. The waking recognition task, carried out with amnesia for the prior hypnotic programming, consisted of tachistoscopic exposure of loaded words and physically similar filler words at four durations within a baseline range of recognition accuracy from 50%--75% correct. The data yielded a curvilinear relationship in which the recognition of only the loaded words was significnatly lower in the On condition at the 60%--70% range of recognition accuracy but not at shorter or longer stimulus durations. Experiment 2, for which the prior hypnotic programming of the same three subjects was similar to Experiment 1, used an anagram approach to comparable four-letter words, except that pleasure-loaded words were introduced as a control along with filler words. Four durations of tachistoscopic exposure of the anagrams were used with each individual, and the major dependent variable was response latency measured in milliseconds. An independent measure of perceptual discriminability of the scrambled stimulus letters was obtained to isolate perceptual from cognitive aspects of the task. The results indicated that both low perceivability and high solvability increase the likelihood of response delays specifically in the presence of anxiety-linked stimuli. Experiment 3 was a nonhypnotic replication of Experiment 2, using 12 male and 13 female subjects. The potential affective loading of key anxiety and pleasure words was accomplished by structured scenarios for the Blacky pictures in which subjects were asked to place themselves as vividly as possible...
J Exp Psychol Gen 1979 Jun
PMID:Selective inattention to anxiety-linked stimuli. 52 4

This article has two purposes. The first is to describe four theoretical models of yes-no recognition memory and present their associated measures of discrimination and response bias. These models are then applied to a set of data from normal subjects to determine which pairs of discrimination and bias indices show independence between discrimination and bias. The following models demonstrated independence: a two-high-threshold model, a signal detection model with normal distributions using d' and C (rather than beta), and a signal detection model with logistic distributions and a bias measure analogous to C. C is defined as the distance of criterion from the intersection of the two underlying distributions. The second purpose is to use the indices from the acceptable models to characterize recognition memory deficits in dementia and amnesia. Young normal subjects, Alzheimer's disease patients, and parkinsonian dementia patients were tested with picture recognition tasks with repeated study-test trials. Huntington's disease patients, mixed etiology amnesics, and age-matched normals were tested by Butters, Wolfe, Martone, Granholm, and Cermak (1985) using the same paradigm with word stimuli. Demented and amnesic patients produced distinctly different patterns of abnormal memory performance. Both groups of demented patients showed poor discrimination and abnormally liberal response bias for words (Huntington's disease) and pictures (Alzheimer's disease and parkinsonian dementia), whereas the amnesic patients showed the worst discrimination but normal response bias for words. Although both signal detection theory and two-high-threshold discrimination parameters showed identical results, the bias measure from the two-high-threshold model was more sensitive to change than the bias measure (C) from signal detection theory. Three major points are emphasized. First, any index of recognition memory performance assumes an underlying model. Second, even acceptable models can lead to different conclusions about patterns of learning and forgetting. Third, efforts to characterize and ameliorate abnormal memory should address both discrimination and bias deficits.
J Exp Psychol Gen 1988 Mar
PMID:Pragmatics of measuring recognition memory: applications to dementia and amnesia. 296 30

Certain reliable findings from research on directed forgetting seem difficult to accommodate in terms of the theoretical processes, such as selective rehearsal or storage differentiation, that have been put forward to account for directed-forgetting phenomena. Some kind of "missing mechanism" appears to be involved. In order to circumvent the methodological constraints that have limited the conclusions investigators could draw from past experiments, a new paradigm is introduced herein that includes a mixture of intentional and incidental learning. With this paradigm, a midlist instruction to forget the first half of a list was found to reduce later recall of the items learned incidentally as well as those learned intentionally. This result suggests that a cue to forget can lead to a disruption of retrieval processes as well as to the alteration of encoding processes postulated in prior theories. The results also provide a link between intentional forgetting and the literature on posthypnotic amnesia, in which disrupted retrieval has been implicated. With each of these procedures, the information that can be remembered is typically recalled out of order and often with limited recollection for when the information had been presented. It therefore was concluded here that retrieval inhibition plays a significant role in nonhypnotic as well as in hypnotic instances of directed forgetting. The usefulness of retrieval inhibition as a mechanism for memory updating was also discussed.
J Exp Psychol Gen 1983 Mar
PMID:Disrupted retrieval in directed forgetting: a link with posthypnotic amnesia. 622 Oct 62

In a commentary on an article by Geiselman, Bjork, and Fishman (1983), directed forgetting observed in the normal waking state is compared with amnesia as induced by hypnotic suggestion. The two paradigms typically differ with respect to the role of incidental or intentional learning, the amount of study devoted to the items, the temporal location of the cue to forget, the retention interval involved, and the measure of memory that is of interest. Depending on the directed-forgetting paradigm used, they also differ with respect to the actual inaccessibility of the to-be-forgotten items, the reversibility of the forgetting, and the extent of interference of the items targeted by the forget cue on other items. However, these comparisons are vitiated somewhat by the methodological differences between the two paradigms. Theoretically, the three mechanisms typically used to account for directed forgetting--selective rehearsal, list segregation, and selective search--do not appear to account for the amnesia observed in hypnosis. However, the two phenomena do appear to share a fourth mechanism, retrieval inhibition. Final acceptance of this conclusion, however, awaits comparison of the two types of instructed forgetting within a common experimental paradigm.
J Exp Psychol Gen 1983 Mar
PMID:Instructed forgetting: hypnotic and nonhypnotic. 622 Oct 63

Despite severe deficits of recall and recognition, amnesic patients can exhibit normal priming effects. Amnesic patients have also been reported to perform well on tests of paired-associate learning that involve related word pairs (e.g., table-chair). The present study investigated the role of priming effects in paired-associate learning. Experiment 1 illustrated the distinction between the memory impairment of amnesic patients and their intact priming ability. Amnesic patients were markedly deficient in learning unrelated word pairs, despite exhibiting normal priming as measured by a word-completion test involving the same words. In Experiment 2A, amnesic patients showed good paired-associate learning for related word pairs, though control subjects still performed significantly better. In addition, the good performance by amnesic patients was short-lived, and performance fell to baseline after a 2-hr delay. Control subjects performed well above baseline at all delay conditions. Experiment 2B showed that the forgetting of related word pairs by amnesic patients followed the same time course as the decay of word priming. Experiment 3 showed that amnesic patients were as good as control subjects at learning related word pairs when incidental learning and test procedures were used (a word-association test). The advantage of control subjects over amnesic patients in Experiments 2A and 2B could therefore be attributed to the explicit learning instructions that are standard in paired-associate tests. Finally, Experiment 4 showed that amnesic patients exhibited normal priming when they were asked to "free associate" to words (e.g., child) that were semantically related to previously presented words (e.g., baby). The results indicate that both priming effects and paired-associate learning of related word pairs depend on activation, a process that is preserved in amnesia. Activation can account for the findings of good performance by amnesic patients on tests of word priming (Experiments 1 and 2B), related paired associates (Experiments 2A and 2B), and word association (Experiments 3 and 4). Activation is a transient phenomenon presumed to operate on and facilitate access to preexisting representations. Control subjects can establish new associations and can strengthen preexisting associations by engaging processes that are impaired in amnesia. As a result, when explicit learning instructions are used to test paired-associate learning of related word pairs, control subjects can learn better and can remember longer than can amnesic patients (Experiments 2A and 2B).(ABSTRACT TRUNCATED AT 400 WORDS)
J Exp Psychol Gen 1984 Dec
PMID:Paired-associate learning and priming effects in amnesia: a neuropsychological study. 624 May 22

This study contrasted two models of prospective remembering: i.e., remembering in the future to perform an action that has been planned. High anxiety or discomfort is predicted by the first model to be associated with forgetting, and by the second model to be associated with remembering but not performing. Questionnaire data from 73 male and female college students support the second model (p < .01). For planned actions that were forgotten, there was an inverse relationship between importance and comfortableness (p < .01). Prospective remembering may be facilitated by reducing potential conflict between the importance and comfortableness of a planned action, involving other persons, and utilizing external retrieval cues.
J Gen Psychol 1980 Oct
PMID:Anxiety, prospective remembering, and performance of planned actions. 744 Dec 18

Recognition of names of former students taught at different times by a middle-aged college professor was tested, to investigate recognition memory over a time span ranging from 6 months to 26.5 years. The relationship between the d', a measure of strength of memory, and the retention interval can be best described by a logarithmic function characterized by a rapid initial drop followed by a slow forgetting rate. The correct responses (hits and rejections) had higher confidence and shorter response time than did the incorrect responses (false alarms and misses). The results show that an ecologically realistic longitudinal study with N = 1 can provide a valuable means in the study of human memory with very long retention intervals, which have not yet been investigated in the laboratory.
J Gen Psychol 1997 Jan
PMID:Recognition of student names past: a longitudinal study with N = 1. 919 49

Among possible criteria for distinguishing separate memory systems for implicit and explicit memory is that of substantial differences in either the form or rate of forgetting. Prior literature has claimed both differential forgetting and equivalent forgetting for implicit and explicit tasks. Existing experimental data for word-stem completion and explicit control tasks were reviewed and shown to be inconclusive. Our experiments measure forgetting in comparable implicit and explicit memory tasks of stem completion and stem cued recall. The form and the rate of forgetting are essentially the same for these implicit and explicit tasks. Levels of processing and task conditions differ only in the level of initial learning or availability. Thus, either the implicit and explicit task reflect traces in the same memory system or they reflect traces in different systems that have identical forgetting dynamics.
J Exp Psychol Gen 1997 Dec
PMID:A comparison of forgetting in an implicit and explicit memory task. 940 48

The main purpose of this study was to compare the relative importance of selective rehearsal and cognitive inhibition in accounting for developmental changes in the directed-forgetting paradigm developed by R. A. Bjork (1972). In two experiments, children in Grades 2 and 5 and college students were asked to remember some words or pictures and to forget others when items were categorically related. Their memory for both items and the associated remember or forget cues was then tested with recall and recognition. Fifth graders recognized more of the forget-cued words than college students did. The pattern of results suggested that age differences in rehearsal and source monitoring (i.e., remembering whether a word had been cued remember or forget) were better explanatory mechanisms for children's forgetting inefficiencies than retrieval inhibition was. The results are discussed in terms of a multiple process view of inhibition.
J Gen Psychol 2001 Jan
PMID:Item-cued directed forgetting of related words and pictures in children and adults: selective rehearsal versus cognitive inhibition. 1127 50


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