Literaturnachweis - Detailanzeige
Autor/inn/en | Sahakyan, Lili; Delaney, Peter F. |
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Titel | Directed Forgetting in Incidental Learning and Recognition Testing: Support for a Two-Factor Account |
Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (2005) 4, S.789-801 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0278-7393 |
Schlagwörter | Memory; Learning Strategies; Recognition (Psychology); Testing; Learning Processes; Intentional Learning; Comparative Analysis; Study Habits |
Abstract | Instructing people to forget a list of items often leads to better recall of subsequently studied lists (known as the benefits of directed forgetting). The authors have proposed that changes in study strategy are a central cause of the benefits (L. Sahakyan & P. F. Delaney, 2003). The authors address 2 results from the literature that are inconsistent with their strategy-based explanation: (a) the presence of benefits under incidental learning conditions and (b) the absence of benefits in recognition testing. Experiment 1 showed that incidental learning attenuated the benefits compared with intentional learning, as expected if a change of study strategy causes the benefits. Experiment 2 demonstrated benefits using recognition testing, albeit only when longer lists were used. Memory for source in directed forgetting was also explored using multinomial modeling. Results are discussed in terms of a 2-factor account of directed forgetting. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |