Camp Gino, Pecher Diane, Schmidt Henk G
Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherland.
J Exp Psychol Learn Mem Cogn. 2007 Sep;33(5):950-8. doi: 10.1037/0278-7393.33.5.950.
Retrieval practice with particular items from memory can impair the recall of related items on a later memory test. This retrieval-induced forgetting effect has been ascribed to inhibitory processes (M. C. Anderson & B. A. Spellman, 1995). A critical finding that distinguishes inhibitory from interference explanations is that forgetting is found with independent (or extralist) cues. In 4 experiments, the authors tested whether the forgetting effect is cue-independent. Forgetting was investigated for both studied and unstudied semantically related items. Retrieval-induced forgetting was not found using item-specific independent cues for either studied or unstudied items. However, forgetting was found for both item types when studied categories were used as cues. These results are not in line with a general inhibitory account, because this account predicts retrieval-induced forgetting with independent cues. Interference and context-specific inhibition are discussed as possible explanations for the data.
从记忆中对特定项目进行提取练习可能会损害在随后的记忆测试中对相关项目的回忆。这种提取诱发遗忘效应被归因于抑制过程（M. C. 安德森和B. A. 斯佩尔曼，1995）。区分抑制性解释和干扰性解释的一个关键发现是，遗忘在独立（或列表外）线索的情况下也会出现。在4个实验中，作者测试了遗忘效应是否与线索无关。研究了对已学习和未学习的语义相关项目的遗忘情况。无论是已学习还是未学习的项目，使用特定项目的独立线索都未发现提取诱发遗忘。然而，当使用已学习的类别作为线索时，两种项目类型都出现了遗忘。这些结果与一般的抑制性解释不一致，因为这种解释预测会出现与独立线索相关的提取诱发遗忘。文中讨论了干扰和特定情境抑制作为对这些数据的可能解释。
