Interference with real world knowledge

TL;DR: This chapter illustrates how forgetting might be linked to inhibitory processes underlying selective attention, according to a new perspective that builds upon insights from modern work, while validating intuitions underlying several of the classical interference mechanisms.

TL;DR: The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess and obtained a large positive testing effect: Prior testing of facts aided final cued-recall performance.

TL;DR: In this article, the authors argue that the improvement of learning ability necessitates development not only of specific learning skills, which we know how to teach, but also an executive control mechanism that automatically accesses and combines learning skills whenever they are needed, and that genuine improvement of academic aptitude is not likely to result from anything less than a thoughtful, systematic curriculum that complements direct training in learning strategies, and thereby engineers the gradual evolution of impo...

TL;DR: In this article, subject-verb-object propositions were memorized and judged whether verb-object probes appeared in the same proposition and the number of propositions associated with particular verbs and objects (fan) was manipulated.

TL;DR: Two experiments were conducted, using a paired-associate recall reaction time paradigm, to assess the role semantic knowledge plays in retrieval of long-term episodic memories; high-frequency stimuli led to significantly longer reaction times, while meaningfulness had no significant effect.