Storm Benjamin C, Bjork Elizabeth Ligon, Bjork Robert A
Department of Psychology, University of California Los Angeles, Los Angeles, CA 90095, USA.
J Exp Psychol Learn Mem Cogn. 2008 Jan;34(1):230-6. doi: 10.1037/0278-7393.34.1.230.
Research on retrieval-induced forgetting has demonstrated that retrieving some information from memory can cause the forgetting of other information in memory. Here, the authors report research on the relearning of items that have been subjected to retrieval-induced forgetting. Participants studied a list of category- exemplar pairs, underwent a series of retrieval-practice and relearning trials, and, finally, were tested on the initially studied pairs. The final recall of non-relearned items exhibited a cumulative effect of retrieval-induced forgetting such that the size of the effect increased with each block of retrieval practice. Of most interest, and very surprising from a common-sense standpoint, items that were relearned benefited more from that relearning if they had previously been forgotten. The results offer insights into the nature and durability of retrieval-induced forgetting and provide additional evidence that forgetting is an enabler--rather than a disabler--of future learning.
对提取诱发遗忘的研究表明，从记忆中提取某些信息会导致记忆中其他信息的遗忘。在此，作者报告了关于对遭受提取诱发遗忘的项目进行再学习的研究。参与者学习了一系列类别-示例对，经历了一系列提取练习和再学习试验，最后对最初学习的对进行测试。未再学习项目的最终回忆表现出提取诱发遗忘的累积效应，即该效应的大小随着每个提取练习块而增加。最有趣的是，从常识角度来看非常令人惊讶的是，如果之前被遗忘的项目被再学习，那么这些项目从再学习中受益更多。这些结果为提取诱发遗忘的本质和持久性提供了见解，并提供了额外的证据表明遗忘是未来学习的促进因素而非阻碍因素。
