Department of Psychology.
Can J Exp Psychol. 2022 Sep;76(3):193-200. doi: 10.1037/cep0000288. Epub 2022 Jul 7.
In item-method directed forgetting, participants study items paired with instructions to either remember or forget each item for the purpose of an upcoming memory test. Such instructions are effective, in that participants recall or recognize more remember- than forget-cued items when asked to disregard the cues at test. Recent research has shown that context and source information associated with targets at encoding are not subject to any influence of directed forgetting, such that both remember and forget items benefit equivalently from context reinstatement at test. In the present study, remember and forget items were presented by two sources, one of which presented mostly remember items and one of which presented mostly forget items. When the sources were reinstated at recognition, participants displayed more liberal responding to the mostly-remember source, such that item discriminability was actually worse compared to the mostly-forget source. When source information is reinstated at test, participants use their knowledge about the sources heuristically when making recognition judgements. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
在项目方法定向遗忘中，参与者学习与指令配对的项目，目的是为即将到来的记忆测试记住或忘记每个项目。这种指令是有效的，因为当被要求在测试时忽略这些线索时，参与者会回忆或识别出比忘记线索更多的记得线索的项目。最近的研究表明，与目标相关的上下文和来源信息在编码时不受定向遗忘的任何影响，因此记住和忘记的项目在测试时从上下文恢复中同样受益。在本研究中，记住和忘记的项目由两个来源呈现，其中一个来源主要呈现记住的项目，另一个来源主要呈现忘记的项目。当来源在识别中恢复时，参与者对主要是记住的来源表现出更宽松的反应，以至于与主要是忘记的来源相比，项目的可辨别性实际上更差。当来源信息在测试中恢复时，参与者在进行识别判断时会根据来源信息进行启发式判断。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
