Levels of processing: A framework for memory research

Automatic and effortful processes in memory.

A spreading activation theory of memory.

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A retrieval model for both recognition and recall.

https://faculty.wcas.northwestern.edu/~paller/TICS2002.pdf

Observing the transformation of experience into memory

University of MichiganADDISON E. WOODWARD, JR.Governors State UniversityThis article reports an experiment designed to clarify the storage, rehearsal,and retrieval mechanisms that underlie the ability of 5s to recall to-be-remembered words (R words) without intruding to-be-forgotten words(F words). The 5s were presented seven 24-word lists, each consisting of arandom mixture of 12 R words and 12 F words; the cues to remember or forgetwere presented subsequent to each word in turn. Six of the lists were followedby either an immediate test of R-word recall or a distractor activity, and oneof the lists was followed by a prearranged signal to 5s to recall both R wordsand F words from that list. In general, the results implicate rehearsal andorganizational processes at input rather than suppression or selective retrievalprocesses during output as the mechanisms by which 5s achieve the simul-taneous recall and nonrecall of R words and F words, respectively.

Directed Forgetting of Individual Words in Free Recall.

When Ss are presented a first set of items (Set A) followed by a second set (Set B), a postinput cue to recall only Set B results in better recall of Set B than does a cue to recall Set B then Set A; to a lesser extent, the same result holds for Set A. Such “Only” effects (Epstein, 1970) have typically been attributed to selective search processes at the time of recall. In the free-recall experiment reported here, cues to remember all, only two, or none of the items in each of eight successive four-word blocks were presented either before or after a 3-sec rehearsal period. Even though the search set at output was constant (16 to-be-recalled words), there was an Only effect for blocks followed by selective (postcue) rehearsal, whereas nonselective (precue) rehearsal produced no such effect. More striking than that result was the incredible ability of Ss, whatever the condition, to differentiate to-be-remembered and to-be-forgotten items. Set differentiation during input appears much more important as a mechanism of directed forgetting than either selective search or selective rehearsal

/pdf/the-relative-roles-of-input-and-output-mechanisms-in-4kws0o14qs.pdf

The relative roles of input and output mechanisms in directed forgetting.

Directed forgetting as a function of explicit within-list cuing and implicit postlist cuing

http://psycnet.apa.org/journals/xge/85/1/90.pdf

Continuity between serial memory and serial learning.

Transformations of positive and negative information in a modified learning-set task

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Addison E. Woodward

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