Directed forgetting with global forget instructions in an implicit and explicit memory test.
This study examined differences in directed forgetting effects between an implicit and an explicit memory test. 64 students (49 men, 15 women) were assigned to 4 (2 × 2) groups. In the middle of the study list, the group was given instruction to forget the presented item, whereas the control instr...
| Publicado en: | Perceptual & Motor Skills Vol. 92; no. 3; pp. 903 - 910 |
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| Formato: | Artículo |
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Ammons Scientific, Ltd.
Jun2001 Part 1
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| 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=507777485&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507777485 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00315125 PSK jtl: Perceptual & Motor Skills issn: 00315125 maglogo: N pubinfo: dt: Jun2001 Part 1 vid: 92 iid: 3 pid: 726 pub: Ammons Scientific, Ltd. artinfo: ui: 507777485 10.2466/PMS.92.3.903-909 ppf: 903 ppct: 7 formats: tig: atl: Directed forgetting with global forget instructions in an implicit and explicit memory test. aug: au: Suzuki, Ikuo su: Recollection (Psychology) Memory loss Prompts (Psychology) Psychology of learning Intentional learning sug: subj: Recollection (Psychology) Memory loss Prompts (Psychology) Psychology of learning Intentional learning keyword: Forgetting ab: This study examined differences in directed forgetting effects between an implicit and an explicit memory test. 64 students (49 men, 15 women) were assigned to 4 (2 × 2) groups. In the middle of the study list, the group was given instruction to forget the presented item, whereas the control instruction group was not. Half of the subjects were given a Fragment Cued-recall test as an explicit memory test, and the other half were given a Fragment Completion test as an implicit memory test. Subjects learned an incidental learning task. Significant differences were found across conditions for instruction. The directed forgetting effect was observed on the explicit memory test (p<.05) but not on the implicit memory test. These results are discussed in terms of inhibition of retrieval theory. Reprinted by permission of the publisher, 2001. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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