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

Although perceptual information is utilized to judge size or depth, little work has investigated whether such information is used to make memory predictions. The present study examined how the font size of to-be-remembered words influences predicted memory performance. Participants studied words for a free-recall test that varied in font size and made judgments of learning (JOLs) for each item. JOLs were influenced by font size, as larger font sizes were given higher JOLs, whereas little relationship was evident between font size and recall. The effect was modified when other, more valid, sources of information (e.g., associative strength) were available when JOLs were made and persisted despite experience with multiple study-test sessions, use of a forgetting scale to assess predictions, and explicit warning of participants that font size has little effect on memory performance. When ease of reading was manipulated, such that large font size words were made less fluent, the effect was eliminated. Thus, highly accessible perceptual cues can strongly influence JOLs, likely via encoding fluency, and this effect can lead to metacognitive illusions
J Exp Psychol Gen 2008 Nov
PMID:Memory predictions are influenced by perceptual information: evidence for metacognitive illusions. 1899 56

More than 3,000 individuals from 7 U.S. cities reported on their memories of learning of the terrorist attacks of September 11, as well as details about the attack, 1 week, 11 months, and/or 35 months after the assault. Some studies of flashbulb memories examining long-term retention show slowing in the rate of forgetting after a year, whereas others demonstrate accelerated forgetting. This article indicates that (a) the rate of forgetting for flashbulb memories and event memory (memory for details about the event itself) slows after a year, (b) the strong emotional reactions elicited by flashbulb events are remembered poorly, worse than nonemotional features such as where and from whom one learned of the attack, and (c) the content of flashbulb and event memories stabilizes after a year. The results are discussed in terms of community memory practices.
J Exp Psychol Gen 2009 May
PMID:Long-term memory for the terrorist attack of September 11: flashbulb memories, event memories, and the factors that influence their retention. 1939 77

The dynamics of human memory are complex and often unintuitive, but certain features--such as the fact that studying results in learning--seem like common knowledge. In 12 experiments, however, participants who were told they would be allowed to study a list of word pairs between 1 and 4 times and then take a cued-recall test predicted little or no learning across trials, notwithstanding their large increases in actual learning. When queried directly, the participants espoused the belief that studying results in learning, but they showed little evidence of that belief in the actual task. These findings, when combined with A. Koriat, R. A. Bjork, L. Sheffer, and S. K. Bar's (2004) research on judgments of forgetting, suggest a stability bias in human memory--that is, a tendency to assume that the accessibility of one's memories will remain relatively stable over time rather than benefiting from future learning or suffering from future forgetting.
J Exp Psychol Gen 2009 Nov
PMID:A stability bias in human memory: overestimating remembering and underestimating learning. 1988 30

Directed forgetting (DF) occurs when stimuli presented during the study phase are followed by "forget" and "remember" cues. On a subsequent memory test, poor memory is observed for stimuli followed by the forget cues, compared to stimuli followed by the remember cues. Although DF is most commonly observed with verbal tasks, the present study extended intentional forgetting research for nonverbal stimuli and examined whether faces were susceptible to DF. Results confirmed that the presentation of a forget cue significantly reduced recognition for faces, as compared to faces followed by a remember cue. Additionally, a well-established finding in face recognition is that distinctive faces are better remembered than typical faces, and Experiment 2 assessed whether face appearance influenced the degree of DF. Results indicate that the DF effect observed in Experiment 1 was replicated in Experiment 2 and that the effect was more pronounced for those faces that were typical in appearance.
J Gen Psychol
PMID:Directed forgetting: differential effects on typical and distinctive faces. 2156 Apr 70

Although a burgeoning literature has shown that practice effects and socially shared retrieval-induced forgetting can reshape the memories of speakers and listeners involved in a conversation, it has generally failed to examine whether such effects can propagate through a sequence of conversational interactions. This lacuna is unfortunate, since sequences of social interactions are more common than single, isolated ones. The present research explores how people exposed to attitudinally biased selective practice propagate the practice and forgetting effects into subsequent conversations with attitudinally similar and dissimilar others and, through these conversations, affect subsequent acts of remembering. The research establishes that the propagation of retrieval-induced forgetting and practice effects is transitive. It also determines when attitude influences propagation. These findings are discussed in the context of the formation of collective memories.
J Exp Psychol Gen 2012 May
PMID:Cognition through a social network: the propagation of induced forgetting and practice effects. 2191 May 58

The article tests the assumption that forgetting in working memory for verbal materials is caused by time-based decay, using the complex-span paradigm. Participants encoded 6 letters for serial recall; each letter was preceded and followed by a processing period comprising 4 trials of difficult visual search. Processing duration, during which memory could decay, was manipulated via search set size. This manipulation increased retention interval by up to 100% without having any effect on recall accuracy. This result held with and without articulatory suppression. Two experiments using a dual-task paradigm showed that the visual search process required central attention. Thus, even when memory maintenance by central attention and by articulatory rehearsal was prevented, a large delay had no effect on memory performance, contrary to the decay notion. Most previous experiments that manipulated the retention interval and the opportunity for maintenance processes in complex span have confounded these variables with time pressure during processing periods. Three further experiments identified time pressure as the variable that affected recall. We conclude that time-based decay does not contribute to the capacity limit of verbal working memory.
J Exp Psychol Gen 2013 May
PMID:Evidence against decay in verbal working memory. 2286 86

People often talk to others about their personal past. These discussions are inherently selective. Selective retrieval of memories in the course of a conversation may induce forgetting of unmentioned but related memories for both speakers and listeners (Cuc, Koppel, & Hirst, 2007). Cuc et al. (2007) defined the forgetting on the part of the speaker as within-individual retrieval-induced forgetting (WI-RIF) and the forgetting on the part of the listener as socially shared retrieval-induced forgetting (SS-RIF). However, if the forgetting associated with WI-RIF and SS-RIF is to be taken seriously as a mechanism that shapes both individual and shared memories, this mechanism must be demonstrated with meaningful material and in ecologically valid groups. In our first 2 experiments we extended SS-RIF from unemotional, experimenter-contrived material to the emotional and unemotional autobiographical memories of strangers (Experiment 1) and intimate couples (Experiment 2) when merely overhearing the speaker selectively practice memories. We then extended these results to the context of a free-flowing conversation (Experiments 3 and 4). In all 4 experiments we found WI-RIF and SS-RIF regardless of the emotional valence or individual ownership of the memories. We discuss our findings in terms of the role of conversational silence in shaping both our personal and shared pasts.
J Exp Psychol Gen 2013 Nov
PMID:Forgetting our personal past: socially shared retrieval-induced forgetting of autobiographical memories. 2314 64

Within the memory literature, a robust finding is of childhood amnesia: a relative paucity among adults for autobiographical or personal memories from the first 3 to 4 years of life, and from the first 7 years, a smaller number of memories than would be expected based on normal forgetting. Childhood amnesia is observed in spite of strong evidence that during the period eventually obscured by the amnesia, children construct and preserve autobiographical memories. Why early memories seemingly are lost to recollection is an unanswered question. In the present research, we examined the issue by using the cue word technique to chart the distributions of autobiographical memories in samples of children ages 7 to 11 years and samples of young and middle-aged adults. Among adults, the distributions were best fit by the power function, whereas among children, the exponential function provided a better fit to the distributions of memories. The findings suggest that a major source of childhood amnesia is a constant rate of forgetting in childhood, seemingly resulting from failed consolidation, the outcome of which is a smaller pool of memories available for later retrieval.
J Exp Psychol Gen 2014 Apr
PMID:Childhood amnesia in the making: different distributions of autobiographical memories in children and adults. 2393 79

A fundamental assumption underlying most current theories of amnesia is that memory impairments arise because previously studied information either is lost rapidly or is made inaccessible (i.e., the old information appears to be new). Recent studies in rodents have challenged this view, suggesting instead that under conditions of high interference, recognition memory impairments following medial temporal lobe damage arise because novel information appears as though it has been previously seen. Here, we developed a new object recognition memory paradigm that distinguished whether object recognition memory impairments were driven by previously viewed objects being treated as if they were novel or by novel objects falsely recognized as though they were previously seen. In this indirect, eyetracking-based passive viewing task, older adults at risk for mild cognitive impairment showed false recognition to high-interference novel items (with a significant degree of feature overlap with previously studied items) but normal novelty responses to low-interference novel items (with a lower degree of feature overlap). The indirect nature of the task minimized the effects of response bias and other memory-based decision processes, suggesting that these factors cannot solely account for false recognition. These findings support the counterintuitive notion that recognition memory impairments in this memory-impaired population are not characterized by forgetting but rather are driven by the failure to differentiate perceptually similar objects, leading to the false recognition of novel objects as having been seen before.
J Exp Psychol Gen 2013 Nov
PMID:Recognition memory impairments caused by false recognition of novel objects. 2393 83

One of the most robust laws of memory is that repeated activation improves memory. Our study shows that the nature of repetition matters. Specifically, although both negated repetition and affirmative repetition improve memory compared with no repetition, negated repetition hinders memory compared with affirmative repetition. After showing participants different entities, we asked them about features of these entities, leading to either "yes" or "no" responses. Our findings show that correctly negating an incorrect feature of an entity elicits an active forgetting effect compared with correctly affirming its true features. For example, after seeing someone drink a glass of white wine, answering "no" to "was it red wine?" may lead one to greater memory loss of the individual drinking wine at all compared with answering "yes" to "was it white wine?" We find this negation-induced forgetting effect in 4 experiments that differ in (a) the meaning given for the negation, (b) the type of stimuli (visual or verbal), and (c) the memory measure (recognition or free recall). We discuss possible underlying mechanisms and offer theoretical and applied implications of the negation-induced forgetting effect in relation to other known inhibition effects.
J Exp Psychol Gen 2014 Aug
PMID:If you negate, you may forget: negated repetitions impair memory compared with affirmative repetitions. 2463 86


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