Accelerated Relearning after Retrieval-Induced Forgetting: The Benefit of Being Forgotten

Autor/inn/en	Storm, Benjamin C.; Bjork, Elizabeth Ligon; Bjork, Robert A.
Titel	Accelerated Relearning after Retrieval-Induced Forgetting: The Benefit of Being Forgotten
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (2008) 1, S.230-236 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Memory; Recall (Psychology); Effect Size; Learning Processes; Psychological Studies + Suchen Sie Ihr Suchwort? Gedächtnis; Abberufung; Learning process; Lernprozess
Abstract	Research on retrieval-induced forgetting has demonstrated that retrieving some information from memory can cause the forgetting of other information in memory. Here, the authors report research on the relearning of items that have been subjected to retrieval-induced forgetting. Participants studied a list of category-exemplar pairs, underwent a series of retrieval-practice and relearning trials, and, finally, were tested on the initially studied pairs. The final recall of non-relearned items exhibited a cumulative effect of retrieval-induced forgetting such that the size of the effect increased with each block of retrieval practice. Of most interest, and very surprising from a common-sense standpoint, items that were relearned benefited more from that relearning if they had previously been forgotten. The results offer insights into the nature and durability of retrieval-induced forgetting and provide additional evidence that forgetting is an enabler--rather than a disabler--of future learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10