The Effect on Memory of Instructions to Forget. Final Report.
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| Title: | The Effect on Memory of Instructions to Forget. Final Report. |
|---|---|
| Authors: | Woodward, Addison E., Albion Coll., MI. |
| Peer Reviewed: | N |
| Page Count: | 59 |
| Publication Date: | 1973 |
| Sponsoring Agency: | National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program. |
| Contract Number: | OEG-5-71-0023(509) |
| Descriptors: | Cognitive Processes, Cues, Educational Research, Extinction (Psychology), Memory, Recall (Psychology), Retention (Psychology) |
| Abstract: | This report describes eight experiments dealing with intentional forgetting. The results of the first experiment indicated that not attempting to recall items did not affect appreciably the later recall of these items. The second, third, and fourth experiments indicated that with blocked intra-serial cuing, the more processing allotted to an item, the more likely it was to be remembered. In the fifth, sixth, and seventh experiments, items were presented individually. They were then followed by a blank interval of time that could vary, and then the item's instruction appeared. It was found that final recognition for remember and forget items was positively related to the length of the interval, while final recall was not. In the eighth experiment it was found that implicit forget items were more likely than explicit forget items to be intruded in immediate recall, to be recalled during final recall, and to be recognized in a final recognition test. (DI) |
| Journal Code: | RIEOCT1973 |
| Entry Date: | 1973 |
| Accession Number: | ED076950 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED076950 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effect on Memory of Instructions to Forget. Final Report. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Woodward%2C+Addison+E%2E%22">Woodward, Addison E.</searchLink><br /><searchLink fieldCode="AR" term="%22Albion+Coll%2E%2C+MI%2E%22">Albion Coll., MI.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 59 – Name: DatePubCY Label: Publication Date Group: Date Data: 1973 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program. – Name: NumberContract Label: Contract Number Group: NumCntrct Data: OEG-5-71-0023(509) – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Extinction+%28Psychology%29%22">Extinction (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This report describes eight experiments dealing with intentional forgetting. The results of the first experiment indicated that not attempting to recall items did not affect appreciably the later recall of these items. The second, third, and fourth experiments indicated that with blocked intra-serial cuing, the more processing allotted to an item, the more likely it was to be remembered. In the fifth, sixth, and seventh experiments, items were presented individually. They were then followed by a blank interval of time that could vary, and then the item's instruction appeared. It was found that final recognition for remember and forget items was positively related to the length of the interval, while final recall was not. In the eighth experiment it was found that implicit forget items were more likely than explicit forget items to be intruded in immediate recall, to be recalled during final recall, and to be recognized in a final recognition test. (DI) – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEOCT1973%22">RIEOCT1973</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 1973 – Name: AN Label: Accession Number Group: ID Data: ED076950 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED076950 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 59 Subjects: – SubjectFull: Cognitive Processes Type: general – SubjectFull: Cues Type: general – SubjectFull: Educational Research Type: general – SubjectFull: Extinction (Psychology) Type: general – SubjectFull: Memory Type: general – SubjectFull: Recall (Psychology) Type: general – SubjectFull: Retention (Psychology) Type: general Titles: – TitleFull: The Effect on Memory of Instructions to Forget. Final Report. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Albion Coll., MI. – PersonEntity: Name: NameFull: Woodward, Addison E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 1973 |
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