Segregation of study items in memory determines the magnitude and direction of directed forgetting

Michal Icht*, Eran Chajut, Daniel Algom

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

When words at study are divided into to-be-remembered and to-be-forgotten ones, people recall more of the former than of the latter in a surprise memory test for all words. In this study, we also tapped memory for word identity at study (forget or remember) by asking participants to reproduce in memory selected portions of the original words. We found word identity to be parasitic on word reproduction. As a result, there is a noted tendency to recall forget-words from study as remember-words in the memory test more than vice versa.

Original languageEnglish
Pages (from-to)83-96
Number of pages14
JournalBritish Journal of Psychology
Volume104
Issue number1
DOIs
StatePublished - Feb 2013

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