Irrelevance of sample stimuli and directed forgetting in pigeons

A successive matching procedure was used to investigate which aspect of the test-omission procedure is responsible for establishing a postsample stimulus as a cue to forget in pigeons. It was found that a postsample stimulus that reliably followed a sample that was irrelevant to performance functioned as a cue to forget. This result was obtained regardless of whether termination of that postsample stimulus was followed by reinforcement or by the presentation of sample-independent discriminative stimuli. It was also found that a postsample stimulus that functioned as a cue to forget at the beginning of training lost that function when it was repeatedly presented on trials in which the sample was relevant to performance. These findings reveal that (a) neither a reduction in reinforcement rate nor the omission of the opportunity for discriminated responding is necessary to establish an effective cue to forget and (b) irrelevance of the sample to performance is a sufficient condition to establish a cue to forget. These results suggest that a postsample stimulus that is presented on trials in which remembering the sample is not reinforced differentially will come to set the occasion for not remembering the sample.     

提取诱发遗忘中的情绪记忆权衡效应

情绪记忆的提取诱发遗忘研究是近年来记忆研究领域的热点问题,但是尚无一致的结果。在现实生活中,我们所面临的情绪事件十分复杂,不仅包含核心的情绪信息,还包括边缘非情绪信息,研究已发现,人们对于这些复杂情绪事件不同成分的记忆效果也不是完全相同的。本研究通过2个实验分别探讨提取练习整张复杂情绪图片和提取练习复杂情绪图片的背景成分时的提取诱发遗忘现象。结果表明:(1)无论提取练习完整信息还是相关的边缘信息,均在提取诱发遗忘中存在显著的情绪记忆权衡效应;(2)消极情绪项目像中性项目一样也能产生提取诱发遗忘效应;(3)不论提取图片的完整信息还是背景信息,都仅在中心项目上表现出提取诱发遗忘,边缘背景没有出现提取诱发遗忘。     

List-method directed forgetting: Evidence for the reset-of-encoding hypothesis employing item-recognition testing

In list-method directed forgetting (LMDF), people are cued to forget a previously studied item list (List 1) and to learn a new list of items (List 2) instead. Such cuing typically enhances memory for the List 2 items, in both recall and (sometimes) item-recognition testing. It has recently been hypothesized that the enhancement effect for List 2 items (partly) reflects the result of a reset-of-encoding process. The proposal is that encoding efficacy decreases with an increase in study material, but the forget cue can reset the encoding process to make the encoding of early List 2 items as effective as the encoding of early List 1 items. An experiment is reported that examined the reset-of-encoding hypothesis with item-recognition testing, examining influences of items' serial learning position on the effects of the forget cue. Item-recognition tests were conducted separately for the two lists. Consistent with the reset-of-encoding hypothesis, the results showed strong enhancement effects for early List 2 items, but hardly any enhancement effects for middle and late List 2 items. Like in previous item-recognition studies, no cuing effects were found for List 1 items. The results support two-mechanism accounts of LMDF, which assume a critical role for a reset-of-encoding process for List 2 enhancement.     

Retrieval-induced forgetting is associated with increased positivity when imagining the future

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.     

The semantic/episodic distinction: The case for social information processing

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.     

他人在场条件下的社会分享型提取诱发遗忘

在社会互动的提取小组中, 说者的选择性提取可能会导致听者对未提及但相关内容的遗忘, 这被称为社会分享型提取诱发遗忘。本研究实验1首先考察了有无真实他人在场对社会分享型提取诱发遗忘的影响, 结果显示只有在真实他人在场条件下, 该现象才会出现, 说明社会分享型提取诱发遗忘受到听者对自下而上的社会互动情境加工的影响。实验2进一步考察了在他人在场条件下, 个体的抑制控制能力对社会分享型提取诱发遗忘的影响, 结果显示该现象只与其作为说者时的个体提取诱发遗忘效应大小有关, 提示了社会分享型提取诱发遗忘与个体提取诱发遗忘过程类似, 都会受到个体自上而下的排除竞争项目侵入记忆的无意抑制能力的影响。研究结果为理解人际交流情形下个体记忆的形成与改变提供了重要启发。     

学校资源对青少年早期幸福感发展的影响：意向性自我调节的纵向中介作用

通过对1214名初中生历时3年的3次追踪测量, 考察了青少年早期的学校资源、意向性自我调节及幸福感的发展趋势, 并对意向性自我调节在学校资源与幸福感发展间的纵向中介作用机制进行检验。结果发现, 在青少年早期, 学校资源具有相对的稳定性, 意向性自我调节及幸福感均呈线性增长; 学校资源对幸福感发展的作用机制表现为：一方面, 学校资源通过意向性自我调节的初始水平分别对幸福感的初始水平和发展速度起间接作用, 另一方面, 学校资源通过意向性自我调节的发展速度对幸福感的发展速度起间接作用。结论：青少年早期, 学生的学校资源水平保持稳定, 意向性自我调节和幸福感的发展均呈线性递增趋势; 学校资源能够通过意向性自我调节的初始水平和发展速度对幸福感的发展起间接作用。     

单字法有意遗忘的内部心理机制：基于多项式加工树模型的分析

通过构建使用单个汉语双字词作为学习材料,并在测验阶段全面考察记忆提取过程的多项式加工树模型,探究单字法有意遗忘的心理机制。结果发现,对于TBF/R项目,遗忘组的储存能力和提取能力均弱于记忆组;对于TBR/R项目,遗忘组的储存能力强于记忆组。并且,无论在短SOA还是长SOA条件下,遗忘组对TBF项目后探测刺激的反应时都显著长于TBR项目。结果表明,单字法有意遗忘现象是选择性复述、注意抑制和提取抑制三种机制共同作用的结果。     

提取练习在定向遗忘中的作用

根据汉字特点采用义同、形似、音同、无关四种实验材料,采用字表范式探讨不同提取练习次数(0、1、3次)在定向遗忘中的作用及是否会受到材料关系的影响.实验结果发现: (1)对于形似、音同材料,提取练习提高了最后回忆成绩.对于义同、无关材料,提取练习对不同组别两列字表的最后回忆成绩影响不同; (2)提取练习0次时,义同、音同、无关材料都表现出定向遗忘效应.提取练习1次时,无关材料表现出定向遗忘效应.提取练习3次时,形似、音同材料下表现出定向遗忘效应.义同、无关材料定向遗忘效应随着提取练习次数的增加而消失,形似材料随着提取练习次数的增加出现定向遗忘效应; (3)对于四种材料,遗忘组被试都没有随提取练习次数的增加而更多抑制字表1回忆,即字表l的回忆成绩都没有表现出随提取练习次数的增加而降低的趋势,所以能否用提取诱发遗忘来解释定向遗忘的提取抑制还需要进一步的实验验证.