A Global Theory of Remembering and Forgetting from Multiple Lists

Autor/inn/en	Lehman, Melissa; Malmberg, Kenneth J.
Titel	A Global Theory of Remembering and Forgetting from Multiple Lists
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 4, S.970-988 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0015728
Schlagwörter	Memory; Recognition (Psychology); Recall (Psychology); Models; Experimental Psychology; Cognitive Processes; Inhibition; Undergraduate Students; Universities; Florida + Suchen Sie Ihr Suchwort? Gedächtnis; Recognition; Wiedererkennen; Abberufung; Analogiemodell; Experimentelle Psychologie; Cognitive process; Kognitiver Prozess; Hemmung; University; Universität
Abstract	Forgetting is frustrating, usually because it is unintended. Other times, one may purposely attempt to forget an event. A global theory of recognition and free recall that explains both types of forgetting and remembering from multiple list experiments is presented. The critical assumption of the model is that both intentional and unintentional forgetting are often due to contextual interference. Unintentional forgetting is the natural result of contextual changes between study and test. Intentional forgetting is accomplished by a rapid, metacognitively instigated change in mental context that renders to-be-forgotten information relatively inaccessible and renders to-be-remembered information more accessible (L. Sahakyan & C. M. Kelley, 2002). This occurs for both recognition and free recall. Implications for item-method directed forgetting, exclusion recognition, source memory, and encoding operations are discussed. (Contains 3 tables, 6 figures and 6 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10