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Remembering can cause forgetting: retrieval dynamics in long-term memory.
A critical role for suppression in models of retrieval inhibition and a retrieval-induced forgetting that implicate the retrieval process itself in everyday forgetting are suggested.
A new theory of disuse and an old theory of stimulus fluctuation
Retrieval-induced forgetting: Evidence for a recall-specific mechanism
These findings argue that retrieval-induced forgetting is not caused by increased competition arising from the strengthening of practiced items, but by inhibitory processes specific to the situation of recall.
Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning.
Continuing Influences of To-Be-Forgotten Information
It is argued that it is critical for humans to forget; that is, to have some means of preventing out-of-date information from interfering with the recall of current information, and that the primary means of accomplishing adaptive updating of human memory is retrieval inhibition.
Why interleaving enhances inductive learning: The roles of discrimination and retrieval
In three experiments, using photographs of butterflies and birds as the stimuli, temporal spacing was harmful when it interrupted the juxtaposition of interleaved categories, even when total spacing was held constant, supporting the discriminative-contrast hypothesis.
Varieties of goal-directed forgetting
There is described a method of manufacturing silicone rubber gloves with a non-blocking surface by repeatedly dipping a form in a solvent dispersion of uncured silicone rubber to build up a plurality…
Short-term order and item retention.
On the nature of input channels in visual processing.
The research reported herein was designed to assess whether the presence of noise elements in a visual display affects the detection of target letters at the perceptual or feature extraction level of…
Judgments of learning as memory modifiers.
- Nicholas C. Soderstrom, C. Clark, Vered Halamish, E. Bjork
- PsychologyJournal of experimental psychology. Learning…
- 1 March 2015
The present research addressed the accuracy of this assumption and tested a possible account--based on aspects of Koriat's cue-utilization approach to JOLs and de Winstanley, Bjork, and Bjork's (1996) transfer-appropriate multifactor account of generation effects--for why the mere act of making J OLs might enhance later memory for the information so judged.