Responsible remembering and forgetting as contributors to memory for important information.
The ability to control both what we remember and what is forgotten can enhance memory. The present study used an item-method directed forgetting paradigm to investigate whether participants strategically remembered items they were responsible for remembering rather than items a hypothetical friend w...
| Publicado en: | Memory & Cognition Vol. 49; no. 5; pp. 895 - 912 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Jul2021
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=151125797&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 151125797 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Jul2021 vid: 49 iid: 5 pid: 237 pub: Springer Nature artinfo: ui: 151125797 10.3758/s13421-021-01139-4 ppf: 895 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 706KB tig: atl: Responsible remembering and forgetting as contributors to memory for important information. aug: au: Murphy, Dillon H. Castel, Alan D. affil: Department of Psychology, University of California Los Angeles, Los Angeles, 90095, Los Angeles, CA, USA su: Memory Cognition Task performance Memory disorders Prompts (Psychology) sug: subj: Memory Cognition Task performance Memory disorders Prompts (Psychology) keyword: Directed forgetting Responsible remembering Schematic support Selective rehearsal Directed forgetting Responsible remembering Schematic support Selective rehearsal ab: The ability to control both what we remember and what is forgotten can enhance memory. The present study used an item-method directed forgetting paradigm to investigate whether participants strategically remembered items they were responsible for remembering rather than items a hypothetical friend was responsible for remembering. Specifically, participants were presented with a 20-word list (either unrelated words or items to pack for a camping trip) with each word followed by a cue indicating whether the participant (You) or their "friend" (Friend) was responsible for remembering the word. When asked to recall all of the words, regardless of the cue, recall was sensitive to the You and Friend instructions such that participants demonstrated elevated recall for the items they were responsible for remembering, and participants also strategically organized retrieval by recalling You items before Friend items. Additionally, when asked to judge the importance of remembering each item, participants' recall and recognition were sensitive to item importance regardless of cue. Taken together, the present experiments revealed that the strategic encoding of important information and the forgetting of less important, goal-irrelevant information can maximize memory utility and minimize negative consequences for forgetting. Thus, we provide evidence for a metacognitive process we are calling responsible forgetting, where people attempt to forget less consequential information and focus on remembering what is most important. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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