Forgetting: Preliminary considerations

  title={Forgetting: Preliminary considerations},
  author={Henry L. Roediger and Yana Weinstein and Pooja K. Agarwal},
Studies for the Development of Effective Lucid Dream Induction Techniques
This dissertation aims to provide a history of lucid dreaming and its role in Western and Eastern spiritual traditions as well as a Phenomenology of Lucid Dreaming.
Retroactive Interference: Forgetting as an Interruption of Memory Consolidation
A deeper investigation of RI and memory consolidation is proposed to obtain a better understanding of this important concept, seeking to deepen knowledge of this hypothesis and other possible causes of forgetting.
Managing Change Through a Work Environment Which Promotes Forgetting
It is proposed that the presence of retrieval cues triggers old and hampers new routines and by controlling the work environment and eliminating or manipulating these cues, it is possible to ease learning.
Intentional Forgetting in Organizations: The Importance of Eliminating Retrieval Cues for Implementing New Routines
The elimination of cues to accelerate forgetting by eliminating specific cues based on the empirical and theoretical state of the art should be used in change management practices.
Infants’ Visual Recognition Memory for a Series of Categorically Related Items
Results reveal how factors such as interference and time to consolidate influence infants’ visual recognition memory as they categorize a series of items.
Distinguishing strategic orienting toward memory age from retrieval difficulty: An ERP study
A well-established finding in episodic memory research is that the likelihood of successful retrieval is affected by the ‘age’ of the targeted memory (i.e. based on the duration of the
Forgetting Details in Visual Long-Term Memory: Decay or Interference?
Two main explanations for memory loss have been proposed. On the one hand, decay theories consider that over time memory fades away. On the other hand, interference theories sustain that when similar
Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions
Students who participated in the Metacognition+TM intervention experienced greater increases in their exam scores and degree commitment than those in the baseline intervention, and group status moderated the effect of the intervention.