It's All in the Detail: Intentional Forgetting of Autobiographical Memories Using the Autobiographical Think/No-Think Task

Autor/inn/en	Noreen, Saima; MacLeod, Malcolm D.
Titel	It's All in the Detail: Intentional Forgetting of Autobiographical Memories Using the Autobiographical Think/No-Think Task
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 39 (2013) 2, S.375-393 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0028888
Schlagwörter	Memory; Recall (Psychology); Stimuli; Autobiographies; Executive Function; Cues; Undergraduate Students; Experimental Psychology; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Gedächtnis; Abberufung; Anreizsystem; Autobiography; Autobiografie; Autobiographie; Stichwort; Experimentelle Psychologie; Ausland
Abstract	Using a novel autobiographical think/no-think procedure (ATNT; a modified version of the think/no-think task), 2 studies explored the extent to which we possess executive control over autobiographical memory. In Study 1, 30 never-depressed participants generated 12 positive and 12 negative autobiographical memories. Memories associated with cue-personal word pairings were learned to criterion. Participants were then asked to recall the memory associated with some of the cue-personal word pairs (i.e., think condition) or to avoid saying or thinking about the memory associated with others (i.e., no-think condition). In a subsequent test of recall, systematic forgetting effects emerged for no-think autobiographical memories compared to baseline that received neither no-think nor think instructions. These findings were extended and replicated in a second ATNT study (using a further 30 never-depressed participants), which showed that the forgetting of autobiographical memories in the no-think condition was unlikely to be a function of thought substitution or demand characteristics. (Contains 6 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10