Department of Psychology and Neuroscience, Dalhousie University, 1355 Oxford Street, PO Box 15000, Halifax, Nova Scotia, B3H 4R2, Canada.
School of Psychology, The University of Auckland, Auckland, New Zealand.
Atten Percept Psychophys. 2021 May;83(4):1629-1651. doi: 10.3758/s13414-020-02220-x. Epub 2021 Jan 6.
This study embedded attentional cues in the study phase of an item-method directed forgetting task. We used an unpredictive onset cue (Experiment 1), a predictive onset cue (Experiment 2), or a predictive central cue (Experiments 3-6) to direct attention to the left or right. In Experiments 1-5, this was followed by a pink or blue study word that required a speeded colour discrimination; in Experiment 6, it was followed by a pink or blue word or nonword that required a lexical decision. Each study word was followed by an instruction to Remember or Forget. A yes-no recognition test confirmed better recognition of to-be-remembered words than to-be-forgotten words; a cueing effect confirmed the effectiveness of predictive cues in allocating attentional resources. There was, however, no evidence that the directed forgetting effect differed for attended and unattended words: Encoding depends more on the memory intention formed after a study word has disappeared than on the availability of processing resources when that word first appears.
本研究在项目导向的遗忘任务的学习阶段嵌入了注意力线索。我们使用不可预测的起始线索（实验 1）、可预测的起始线索（实验 2）或可预测的中心线索（实验 3-6）将注意力引导到左侧或右侧。在实验 1-5 中，随后是一个需要快速颜色辨别任务的粉色或蓝色学习单词；在实验 6 中，随后是一个需要词汇判断的粉色或蓝色单词或非单词。每个学习单词后面都有一个指令，要求记住或忘记。是/否识别测试证实，被记住的单词比被遗忘的单词有更好的识别；提示效应证实了预测线索在分配注意力资源方面的有效性。然而，没有证据表明，对于被注意和未被注意的单词，定向遗忘效应有所不同：编码更多地取决于学习单词消失后形成的记忆意图，而不是该单词首次出现时处理资源的可用性。
