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1.
Andreas Schlichting 《Memory (Hove, England)》2017,25(2):254-260
When cued to intentionally forget previously encoded memories, participants typically show reduced recall of the memories on a later recall test. We examined how such directed forgetting is affected by a brief period of wakeful resting between encoding and test. Encoding was followed by a “passive” wakeful resting period in which subjects heard emotionally neutral music or perceived neutral pictures, or it was followed by an “active” distraction period in which subjects were engaged in counting or calculation tasks. Whereas typical directed forgetting was present after active distraction, the forgetting was absent after wakeful resting. The findings indicate that the degree to which people can intentionally forget memories is influenced by the cognitive activity that people engage in shortly after learning takes place. The results provide first evidence on the interplay between wakeful resting and intentional forgetting. 相似文献
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Repeatedly retrieving a subset of previously studied items can cause forgetting of related non-retrieved material. We examined whether such retrieval-induced forgetting holds also for negative material. Participants studied neutral and negative stimuli and then repeatedly retrieved a subset of the neutral material. Later, a recall test was conducted in which participants were asked to recall all previously studied items. On average, retrieval practice on the neutral items caused the same amount of forgetting for neutral and negative items, indicating that the emotionality of material does not affect retrieval-induced forgetting. More detailed analysis, however, revealed that the forgetting of negative items decreased with both the emotional intensity of a negative item and the dispositional negative affectivity of a participant. The decreases in retrieval-induced forgetting may have been driven by item-specific processing of material, which is known to be enhanced for highly negative stimuli and participants high in dispositional negative affectivity and to reduce or even eliminate retrieval-induced forgetting. 相似文献
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Retrieval of a subset of studied items and the presentation of those items as retrieval cues typically impair retrieval of the other items. Previous research on this self-limiting property of memory retrieval has relied heavily on short retention intervals and similar context between encoding and test. Here, we examined retrieval dynamics also after a prolonged retention interval with different spatial and social context between encoding and test, conditions that mimic people’s remembering in many situations of daily life. For both unrelated word lists and more integrated prose material, we found retrieval and cuing to impair recall of other studied items after a short retention interval, but to improve recall in the prolonged retention interval condition. The results demonstrate that retrieval dynamics depend critically on situation, indicating that quite often in daily life, retrieval may be a self-propagating, rather than a self-limiting process. 相似文献
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ABSTRACTBy saving and storing information, we use digital devices as our external memory stores, being able to offload and temporarily forget saved contents. Storm and Stone [2015. Saving-enhanced memory: The benefits of saving on the learning and remembering of new information. Psychological Science, 26(2), 182–188] showed that such memory offloading can be beneficial for subsequent memory performance. Saving already encoded items enhanced recall of items encoded after saving. In the present study, we did not only replicate saving-enhanced memory but found saving-enhanced performance for unrelated cognitively demanding tasks. Participants solved more modular arithmetic problems when they were able to offload a previously studied word list, compared to trials without the possibility to offload. Thus, saving of recently encoded items entailed a general benefit on subsequent cognitive performance, beyond encoding and retrieving word lists. We assume that offloading frees participants from the need to maintain offloaded items. Gained resources can then be used for subsequent tasks with high cognitive demands. In a nutshell, memory offloading can help to reduce the amount of information that has to be processed at a given time, efficiently delegating our limited cognitive resources to the most relevant tasks at hand while currently irrelevant information are safely stored outside our own memory. 相似文献
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It has become increasingly clear that some patients with apparently normal memory may subsequently show accelerated long-term forgetting (ALF), with dramatic loss when retested. We describe a constrained prose recall task that attempts to lay the foundations for a test suitable for detecting ALF sensitively and economically. Instead of the usual narrative structure of prose recall tests, it employs a matrix structure involving four episodes, each describing a minor crime, with each crime involving the binding into a coherent episode of a specified range of features, involving the victim, the crime, the criminal and the location, allowing a total of 80 different probed recall questions to be generated. These are used to create four equivalent 20-item tests, three of which are used in the study. After a single verbal presentation, young and elderly participants were tested on three occasions, immediately, and by telephone after a delay of 6 weeks, and at one of a varied range of intermediate points. The groups were approximately matched on immediate test; both showed systematic forgetting which was particularly marked in the elderly. We suggest that constrained prose recall has considerable potential for the study of long-term forgetting. 相似文献
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The basic-systems approach (Rubin, 2005, 2006) states that autobiographical memory is supported by other cognitive systems and argues that autobiographical memories are constructed from interactions between cognitive systems, such as language, vision and emotion. Although deficiencies in one or more of the basic systems influence the properties of autobiographical memories, little is known about how these cognitive abilities and autobiographical memory are related. To assert whether participants with stronger cognitive abilities also perform better on autobiographical memory tests, participants who completed verbal and visuospatial memory tests also recorded one personal event, which they recalled after a certain interval. Participants who performed well on the verbal memory tests also had better retention for the personal event, providing support for the basic-systems approach to autobiographical memory and preliminary support for the view that people have more memories from adolescence and early adulthood because the memory system works optimally in these lifetime periods. 相似文献
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《Quarterly journal of experimental psychology (2006)》2013,66(4):525-534
Three experiments used directed forgetting (DF) and retrieval practice (RP) to investigate the relation of inhibited items to states of memory awareness occurring at test. In Experiment 1 using list DF robust inhibitory effects were present in cued recall, but in a recognition test these effects were only present in responses accompanied by recollective experience. In Experiments 2 and 3 using RP reliable effects of inhibition were found but these did not relate systematically to states of memory awareness. It is suggested that in DF the to-be-forgotten items are tagged at study as not to be recollectively experienced and so have a specific, inhibitory, relation to states of recollective experience occurring during test. In RP no tagging takes place, and inhibition is automatic or nonintentional and consequently does not have a specific relation to states of memory awareness at test. 相似文献
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Racsmány M Conway MA Garab EA Nagymáté G 《Quarterly journal of experimental psychology (2006)》2008,61(4):525-534
Three experiments used directed forgetting (DF) and retrieval practice (RP) to investigate the relation of inhibited items to states of memory awareness occurring at test. In Experiment 1 using list DF robust inhibitory effects were present in cued recall, but in a recognition test these effects were only present in responses accompanied by recollective experience. In Experiments 2 and 3 using RP reliable effects of inhibition were found but these did not relate systematically to states of memory awareness. It is suggested that in DF the to-be-forgotten items are tagged at study as not to be recollectively experienced and so have a specific, inhibitory, relation to states of recollective experience occurring during test. In RP no tagging takes place, and inhibition is automatic or nonintentional and consequently does not have a specific relation to states of memory awareness at test. 相似文献
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Saskia Giebl Benjamin C. Storm Dorothy R. Buchli Elizabeth Ligon Bjork Robert A. Bjork 《Quarterly journal of experimental psychology (2006)》2016,69(2):351-360
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 hypothesis by investigating the correlation between retrieval-induced forgetting and the extent to which individuals imagine positive and negative episodic future events. First, we measured performance on a task requiring participants to imagine personal episodic events (either positive or negative), and then we correlated that measure with retrieval-induced forgetting. As predicted, individuals who exhibited higher levels of retrieval-induced forgetting imagined fewer negative episodic future events than did individuals who exhibited lower levels of retrieval-induced forgetting. This finding provides new insight into the possible role of retrieval-induced forgetting in autobiographical memory. 相似文献
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James Russell Lucy G. ChekeNicola S. Clayton Andrew N. Meltzoff 《Cognitive development》2011,26(4):356
We analyze theoretical differences between conceptualist and minimalist approaches to episodic processing in young children. The ‘episodic-like’ minimalism of Clayton and Dickinson (1998) is a species of the latter. We asked whether an ‘episodic-like’ task (structurally similar to ones used by Clayton and Dickinson) in which participants had to bind What (kind of object), to Where (location of object) to When (temporal duration from present) - WWW-binding - would produce the often-found developmental trajectory in episodic foresight performance of failure at 3 years, transitional performance at 4 and success at 5. Although failure at 3 years was reproduced, the performance of 4 and 5 year olds was likely affected by the executive challenge of inhibiting reference to the currently preferable item. 相似文献
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Péter Pajkossy Attila Keresztes Mihály Racsmány 《Quarterly journal of experimental psychology (2006)》2017,70(11):2234-2250
Worrying is a key concept in describing the complex relationship between anxiety and cognitive control. On the one hand, cognitive control processes might underlie the specific tendency to engage in worrying (i.e., trait worry), conceptualized as a future-oriented mental problem-solving activity. On the other hand, the general tendency to experience the signs and symptoms of anxiety (i.e., trait anxiety) is suggested to impair cognitive control because worrisome thoughts interfere with task-relevant processing. Based on these opposing tendencies, we predicted that the effect of the two related constructs, trait anxiety and trait worry, might cancel out one another. In statistics, such instances have been termed suppressor situations. In four experiments, we found evidence for such a suppressor situation: When their shared variance was controlled, trait worry was positively whereas trait anxiety was negatively related to performance in a memory task requiring strategic, effortful retrieval. We also showed that these opposing effects are related to temporal context reinstatement. Our results suggest that trait worry and trait anxiety possess unique sources of variance, which differently relate to performance in memory tasks requiring cognitive control. 相似文献
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This study investigated the idea that when one recalls past episodes, that the content of those memories will activate additional episodic memories with like content, and such memories will then have the potential of surfacing in subsequent acts of involuntary and voluntary recall. We tested the episodic content priming hypothesis in two experiments. In Experiment 1, priming group participants first recalled memories about specific activities or events and then they were subsequently engaged in a word-cue voluntary autobiographical memory task. The results showed that priming group participants produced more episodic memories involving the primed content on this task than control participants occupied in the same task. In Experiment 2, episodic content priming was further tested on a measure of involuntary autobiographical memory (i.e., the vigilance task). The results on this task also revealed support for the episodic content priming hypothesis, including after a delay of 24 h. 相似文献
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Wegner's Theory of Ironic Processes has been applied to study the effects of cognitive strategies to control pain. Research suggests that suppression contributes to a more distressing pain experience. Recently, the acceptance-based approach has been proposed as an alternative to cognitive control. This study assessed the tolerance time, the distress and the perceived pain intensity in three groups (suppression, acceptance and spontaneous coping groups) when the participants were exposed to a cold pressor procedure. Two hundred and nineteen undergraduates volunteered to participate. The suppression group showed the shortest tolerance time and the acceptance group showed the longest tolerance time. The acceptance group showed pain and distress immersion ratings that were significantly lower than in the other two groups, between which the differences were not significant. In the first recovery period, the suppression group showed pain and distress ratings that were higher than in the other two groups. In the second recovery period, although the acceptance group showed pain and distress ratings that were significantly lower than in the other two groups, the suppression and the spontaneous coping groups did not differ. The presence of a 'rebound' of physical discomfort and the effects of suppression on behavioural avoidance are discussed. These results support the acceptance approach in the management of pain. 相似文献
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Educational level is a factor of cognitive reserve and older adults with a higher level of formal education have a better memory performance than those having a lower educational level (Angel et al., 2010; Van Der Elst, Van Boxtel, Van Breukelen, & Jolles, 2005). Memory functioning can also be modulated by the beliefs and knowledge of a person about his/her own memory, that is, by his/her metamemory (Hultsch, Hertzog, & Dixon, 1987). The objective of this study was to examine the role of metamemory as a potential mediator of the effect of educational level on memory performance. Eighty-three older adults (60–80 years) participated in the experiment, they have been divided into two subgroups according to their educational level (high: 14.36 years and low level: 9.85 years). Episodic memory was evaluated with a cued recall task and metamemory by the Metamemory in Adulthood questionnaire (MIA). As shown by previous studies, results indicated that educational level had a significant effect on memory and metamemory, higher educational level was associated to better memory and metamemory capacities. At the MIA questionnaire, older adults with a high educational level affirmed using more internal and external strategies for learning, having higher motivation and perceiving less memory change with aging than older adults with a lower educational level. They also showed that the metamemory dimensions associated to the memory performance differed according to the educational level. For participants with a lower educational level, memory performance was correlated to the participants’ perception about their memory capacity and their knowledge about memory tasks, while for participants with a higher educational level, memory performance was correlated to the dimensions linked to memory control (strategies and motivation). Finally, the group effect was mediated by metamemory, specifically by the use of internal strategies. These results suggest that a prolonged educative experience would be associated to a better capacity to implement adapted strategies, which led individuals to maintain an optimal memory performance. 相似文献
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Jorge Almeida 《Journal of experimental social psychology》2007,43(5):842-849
The directed-forgetting paradigm was used in order to dissociate episodic from semantic processes in an impression formation task. Results demonstrate that incongruent behaviors are more prone to manipulations that disrupt episodic memory, whereas congruent behaviors are unaffected by such manipulations. The results suggest that the distinction between episodic and semantic memory processes is central for the understanding of social information processing. An explanation is put forward according to which the incongruency effect, a signature effect of impression formation, is due to an episodic encoding advantage for incongruent behaviors because of their semantically isolated nature, and their impoverished semantic encoding. 相似文献
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This study examined individuals’ ability to accurately anticipate how cognitively effortful and uncomfortable a task will feel based on a short sample of the task. Participants completed a sustained attention or working memory task. Post-practice, participants rated the effort and discomfort that they anticipated their task would require and engender, respectively. Participants also rated their effort and discomfort during task-administration and the effort and discomfort they recalled feeling after task-administration. Sustained attention task participants anticipated significantly less effort than working memory task participants. Sustained attention task participants felt significantly more effort during the task and remembered feeling more effort than they had anticipated. Working memory task participants felt significantly less effort during the task than they had anticipated. Sustained attention task participants anticipated, experienced, and recalled feeling more discomfort than working memory task participants. Individuals’ anticipation of effort required depends on the task and is different from the effort they actually feel during the task and later recall feeling. 相似文献
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It is theorised that guilt‐ and shame‐related appraisals vary on two separate dimensions. Guilt implies an appraisal that one has either committed a moral transgression or that one has otherwise been involved in the creation of a morally wrong outcome. Shame implies one's appraisal that the current event or condition reflects negatively on one's identity. To test these claims, 206 7‐ to 16‐year‐old children gave shame and guilt ratings of three types of events that were drawn from the domain of physical illness and that were designed to elicit primarily guilt, primarily shame, or both emotions. The 12‐year‐olds and older children's ratings were fully consistent with our hypothesis. Younger children's greatest difficulty was in not attributing shame to protagonists who were involved in causing a moral wrong without there being the threat of an unwanted identity. 相似文献
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Memory and learning are essential functions in human beings as they allow us to acquire and store in the brain representations of thoughts, experiences, and behaviors, which are required for problem-solving in our daily life and mainly for survival. Episodic memory is a type of memory that provides the ability to re-experience events in one’s life, and it is associated with their conscious recollection. Since episodic memory can represent our experiences about the environment, similar to a mental journey, it is desired in systems that attempt to create human-like behavior. Currently, the main problem is that state of the art proposals do not consider neuroscientific evidence like memory dynamics for forgetting or bottom-up inputs, and most of them do not consider episodic memory as a different memory but as part of general declarative memory. We consider these omissions to limit the generation of human-like behavior. In this work, we propose a bio-inspired cognitive architecture of episodic memory. Neuroscientific evidence provides us with the brain structures associated with this type of memory, the connections, and the operations these areas perform. We hypothesize that virtual entities endowed with our episodic memory cognitive architecture will plan and make decisions in a more human-like fashion. To test the capabilities of the proposal, we endowed a virtual creature with a distributed and concurrent implementation of our architecture, and it was given two tasks. The first task validated the functions of the memory independently, and in the second task, the creature used episodic memory to solve a planning problem. From the results of these experiments, we validate our proposal and show that it is possible to create a system that behaves as the human brain does. 相似文献