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Is retrieval success a necessary condition for retrieval-induced forgetting?
TLDR
Using a procedure in which some cues posed an impossible retrieval task for participants, evidence is reported that the attempt to retrieve, even if unsuccessful, can produce retrieval-induced forgetting, which supports and refines a suppression/inhibitory account of retrieval- induced forgetting.
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A Review of Retrieval-Induced Forgetting in the Contexts of Learning, Eyewitness Memory, Social Cognition, Autobiographical Memory, and Creative Cognition
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Expecting to teach enhances learning and organization of knowledge in free recall of text passages
TLDR
Instilling an expectation to teach seems to be a simple, inexpensive intervention with the potential to increase learning efficiency at home and in the classroom.
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Successful inhibition, unsuccessful retrieval: Manipulating time and success during retrieval practice
TLDR
Results support the inhibitory account of retrieval-induced forgetting and offer insight into the dynamics of how and when inhibition plays a role in retrieval.
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Extending Cognition to External Agents
Sparrow and Chatman ask if extending social cognition in the Internet age is “the same as it ever was” or whether, due to Google and other search engines on the Internet, something fundamentally…
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Psychological Inquiry: An International Journal for the Advancement of Psychological Theory
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our…
Improving Student Learning: Two Strategies to Make it Stick
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6 The Relative Benefits of Studying and Testing on Long-Term Retention
In most educational situations, both teachers and students make a sharp distinction between learning and assessment. Learning occurs when students read their textbooks, listen to lectures, take…
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Strategies to Improve Learning and Retention During Training
TLDR
Evidence from cognitive psychology is reviewed for durable, flexible learning produced by three principles of training: retrieval practice, distributed practice, and interleaved practice.
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The Influence of Retrieval Difficulty on Retrieval-Induced Forgetting
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