Showing papers on "Motivated forgetting published in 1985"
TL;DR: In this paper, the authors investigated the directed forgetting phenomenon in the context of giving directions to a destination and found that people often construe the information as wrong, label it as such, and continue to remember it so it can help them know by inference what is correct.
Abstract: In an attempt to examine directed forgetting in a naturalistic context, we investigated the directed forgetting phenomenon in the context of giving directions to a destination. Three groups of subjects received a fictitious set of directions: (a) the control group received only the basic set of directions; (b) the remember group received an additional turn along with the basic directions; and (c) the forget group received the same directions as the remember group, but they were told to forget the additional piece of information. If directed forgetting occurs, the forget group should perform as well as the control group and better than the remember group. This result did not occur on either a recall test for the directions or a recognition test, although it did occur when subjects had to draw the route. The lack of directed forgetting is attributed to the fact that when people are told "Forget that" in a naturalistic context, they often construe the information as wrong, label it as such, and continue to remember it so it can help them know by inference what is correct.
15 citations
Journal Article•
TL;DR: Developmental changes in the use of strategies to eliminate interference from irrelevant information in memory were investigated, and a directed forgetting paradigm was used in which the person was presented two sets of pictures but only recalled one set on a trial.
Abstract: Developmental changes in the use of strategies to eliminate interference from irrelevant information in memory were investigated. The participants in the first experiment were 11-, 15-, and 18-year-old EMR students, and those in the second experiment were 30-year-old retarded and nonretarded adults. In both experiments a directed forgetting paradigm was used in which the person was presented two sets of pictures but only recalled one set on a trial. On some trials there was a cue to forget the first set and to remember only the second set. The cue to forget was not used by the youngest group of students. The 15- and 18-year-olds used the cue, but interference from the to-be-forgotten items remained. The 30-year-old retarded group regressed to the performance pattern of the youngest group, whereas the nonretarded adults used appropriate selective remembering strategies. The implications of developmental changes in the memory performance of retarded persons were discussed.
8 citations
TL;DR: The differential improvement from List 1 to List 2 for the F items was interpreted as a release of retrieval inhibition owing to the change in cue from forget to remember.
Abstract: Four experiments were conducted in support of a role for memory retrieval inhibition in directed forgetting. In each experiment, subjects were presented a list of words, some of which they were instructed to remember and some of which they were instructed to forget. After a recall test for all the words, the list was repeated. This time, however, all the words were presented with instructions that they be remembered. The improvement in recall from Trial 1 to Trial 2 was greater for the “forget” (F) words than for the “remember” (R) words. This difference was not due to a memorization-difficulty, item-selection effect (Experiment 2), a differential priority for rehearsal or output position given to the F items on Trial 2 (Experiment 3), or the greater number of F items left to be learned after Trial 1 (Experiment 4). Thus, the differential improvement from List 1 to List 2 for the F items was interpreted as a release of retrieval inhibition owing to the change in cue from forget to remember.