View in EDS PDF Full Text

A Theory About Why We Forget What We Once Knew.

Saved in:
Bibliographic Details
Title: A Theory About Why We Forget What We Once Knew.
Authors: Wixted, John T.
Source: Current Directions in Psychological Science. Feb2005, Vol. 14 Issue 1, p6-9. 4p.
Subjects: Memory, Systemic memory hypothesis, Paired associate learning, Psychology of learning, Tranquilizing drugs, Psychopharmacology, Cognitive neuroscience
Abstract: Traditional theories of forgetting assume that everyday forgetting is a cue-overload phenomenon, and the primary laboratory method used for investigating that phenomenon has long been the A-B, A-C paired-associates procedure. A great deal of research in psychology, psychopharmacology, and neuroscience suggests that this approach to the study of forgetting may not be very relevant to the kind of interference that induces most forgetting in everyday life. An alternative interference theory holds that recently formed memories that have not yet had a chance to consolidate are vulnerable to the interfering force of mental activity and memory formation, even if the interfering activity does not involve material similar to what was previously learned. This account helps to explain why sleep, alcohol, and benzodiazepines all forestall forgetting of a recently learned list, and it is consistent with recent work on the variables that affect the induction and maintenance of long-term potentiation in the hippocampus. [ABSTRACT FROM AUTHOR]
Copyright of Current Directions in Psychological Science is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 15998895
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Theory About Why We Forget What We Once Knew.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wixted%2C+John+T%2E%22">Wixted, John T.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Current+Directions+in+Psychological+Science%22">Current Directions in Psychological Science</searchLink>. Feb2005, Vol. 14 Issue 1, p6-9. 4p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Systemic+memory+hypothesis%22">Systemic memory hypothesis</searchLink><br /><searchLink fieldCode="DE" term="%22Paired+associate+learning%22">Paired associate learning</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+learning%22">Psychology of learning</searchLink><br /><searchLink fieldCode="DE" term="%22Tranquilizing+drugs%22">Tranquilizing drugs</searchLink><br /><searchLink fieldCode="DE" term="%22Psychopharmacology%22">Psychopharmacology</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+neuroscience%22">Cognitive neuroscience</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Traditional theories of forgetting assume that everyday forgetting is a cue-overload phenomenon, and the primary laboratory method used for investigating that phenomenon has long been the A-B, A-C paired-associates procedure. A great deal of research in psychology, psychopharmacology, and neuroscience suggests that this approach to the study of forgetting may not be very relevant to the kind of interference that induces most forgetting in everyday life. An alternative interference theory holds that recently formed memories that have not yet had a chance to consolidate are vulnerable to the interfering force of mental activity and memory formation, even if the interfering activity does not involve material similar to what was previously learned. This account helps to explain why sleep, alcohol, and benzodiazepines all forestall forgetting of a recently learned list, and it is consistent with recent work on the variables that affect the induction and maintenance of long-term potentiation in the hippocampus. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Current Directions in Psychological Science is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=15998895
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/j.0963-7214.2005.00324.x
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 6
    Subjects:
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Systemic memory hypothesis
        Type: general
      – SubjectFull: Paired associate learning
        Type: general
      – SubjectFull: Psychology of learning
        Type: general
      – SubjectFull: Tranquilizing drugs
        Type: general
      – SubjectFull: Psychopharmacology
        Type: general
      – SubjectFull: Cognitive neuroscience
        Type: general
    Titles:
      – TitleFull: A Theory About Why We Forget What We Once Knew.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wixted, John T.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2005
              Type: published
              Y: 2005
          Identifiers:
            – Type: issn-print
              Value: 09637214
          Numbering:
            – Type: volume
              Value: 14
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Current Directions in Psychological Science
              Type: main
ResultId 1