Dorothy Rose Buchli

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Retrieving a subset of items can cause the forgetting of other items, a phenomenon referred to as retrieval-induced forgetting. According to some theorists, retrieval-induced forgetting is the consequence of an inhibitory mechanism that acts to reduce the accessibility of nontarget items that interfere with the retrieval of target items. Other theorists(More)
People often think of themselves and their experiences in a more positive light than is objectively justified. Inhibitory control processes may promote this positivity bias by modulating the accessibility of negative thoughts and episodes from the past, which then limits their influence in the construction of imagined future events. We tested this(More)
Retrieving information from memory can cause the forgetting of other information in memory, a phenomenon referred to as retrieval-induced forgetting. Over the past 20 years, retrieval-induced forgetting has been observed in a variety of experimental contexts and has been argued to impact a number of cognitive and psychological processes. Not simply a(More)
The present study examined how achievement goals affect retrieval-induced forgetting. Researchers have suggested that mastery-approach goals (i.e., developing one’s own competence) promote a relational encoding, whereas performance-approach goals (i.e., demonstrating one’s ability in comparison to others) promote item-specific encoding. These different(More)
Copyright Information: All rights reserved unless otherwise indicated. Contact the author or original publisher for any necessary permissions. eScholarship is not the copyright owner for deposited works. Learn more at Most laypersons assume that remembering and forgetting occur along a single continuum. That is, to remember is to avoid forgetting. To the(More)
Retrieving information can impair the subsequent recall of related information. Such retrieval-induced forgetting is often attributed to inhibitory mechanisms, but Jonker, MacLeod, and Seli (2013) recently proposed an alternative account. In their view, the study and retrieval-practice phases constitute two disparate contexts, and impairment of unpractised(More)
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