Ikeda Kenji, Castel Alan D, Murayama Kou
Nagoya University, Aichi, Japan
University of California, Los Angeles, USA.
Pers Soc Psychol Bull. 2015 May;41(5):687-95. doi: 10.1177/0146167215575730. Epub 2015 Mar 9.
The present study examined how achievement goals affect retrieval-induced forgetting. Researchers have suggested that mastery-approach goals (i.e., developing one's own competence) promote a relational encoding, whereas performance-approach goals (i.e., demonstrating one's ability in comparison with others) promote item-specific encoding. These different encoding processes may affect the degree to which participants integrate the exemplars within a category and, as a result, we expected that retrieval-induced forgetting may be reduced or eliminated under mastery-approach goals. Three experiments were conducted using a retrieval-practice paradigm with different stimuli, where participants' achievement goals were manipulated through brief written instructions. A meta-analysis that synthesized the results of the three experiments showed that retrieval-induced forgetting was not statistically significant in the mastery-approach goal condition, whereas it was statistically significant in the performance-approach goal condition. These results suggest that mastery-approach goals eliminate retrieval-induced forgetting, but performance-approach goals do not, demonstrating that motivation factors can influence inhibition and forgetting.
本研究考察了成就目标如何影响提取诱发遗忘。研究人员认为，掌握趋近目标（即发展自身能力）促进关系编码，而成绩趋近目标（即与他人比较展示自己的能力）促进项目特定编码。这些不同的编码过程可能会影响参与者将类别中的范例整合的程度，因此，我们预期在掌握趋近目标下提取诱发遗忘可能会减少或消除。使用具有不同刺激的提取练习范式进行了三项实验，通过简短的书面指导语来操纵参与者的成就目标。对这三项实验结果进行综合的元分析表明，在掌握趋近目标条件下，提取诱发遗忘在统计学上不显著，而在成绩趋近目标条件下则具有统计学显著性。这些结果表明，掌握趋近目标消除了提取诱发遗忘，但成绩趋近目标则不然，这表明动机因素会影响抑制和遗忘。
