Learning to Forget: An Interference Account of Cue-Independent Forgetting

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dc.contributor.advisorDougherty, Michael Ren_US
dc.contributor.authorTomlinson, Tracy Darleneen_US
dc.contributor.departmentPsychologyen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2009-10-06T06:35:30Z
dc.date.available2009-10-06T06:35:30Z
dc.date.issued2009en_US
dc.description.abstractMemory suppression is investigated in inhibition paradigms that produce cue-independent forgetting. Because the forgotten items are not retrieved even when tested with an independent, semantically related cue, it has been assumed that this forgetting is due to an inhibition process. However, this conclusion is based on comparing inhibition to classic interference theory with a single stage of recall. Yet, memory models, which produce forgetting through a process of interference, include both a sampling and a recovery stage of recall. A neo-classic interference theory is proposed, which assumes that interference exists during recovery as well as sampling and can explain cue-independent forgetting. Three behavioral studies tested predictions of the neo-classic interference theory. Experiment 1 found support for recovery interference in testing key predictions of the theory within the think/no-think paradigm. Most importantly, learning to quickly press enter produced as much cue-independent forgetting as no-think instructions. Experiment 2 tested the role of word frequency in terms of sampling and recovery, but failed to obtain cue-independent forgetting. Experiment 3 reversed the order of blocks and produced original cue forgetting following retrieval practice with independent cues, which provided a clear manipulation of recovery strength. Lastly, a mathematical model (SAM-RI) of neo-classic interference theory was specified that captures data from Experiment 1, Experiment 3, and is extended to the greater retrieval induced forgetting.en_US
dc.format.extent2173848 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/9637
dc.language.isoen_US
dc.subject.pqcontrolledPsychology, Cognitiveen_US
dc.subject.pquncontrolledCued-Recallen_US
dc.subject.pquncontrolledForgettingen_US
dc.subject.pquncontrolledInhibitionen_US
dc.subject.pquncontrolledInterferenceen_US
dc.subject.pquncontrolledMemory Modelen_US
dc.subject.pquncontrolledSuppressionen_US
dc.titleLearning to Forget: An Interference Account of Cue-Independent Forgettingen_US
dc.typeDissertationen_US

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