• About
    • Login
    View Item 
    •   Institutional Repository Home
    • University Podcasts
    • From the Colleges
    • Peabody College of Education and Human Development
    • Psychological Sciences
    • View Item
    •   Institutional Repository Home
    • University Podcasts
    • From the Colleges
    • Peabody College of Education and Human Development
    • Psychological Sciences
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Institutional RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDepartmentThis CollectionBy Issue DateAuthorsTitlesSubjectsDepartment

    My Account

    LoginRegister

    Unintentional forgetting is beyond cognitive control

    Maxcey, Ashleigh M.
    Dezso, Bernadette
    Megla, Emma
    Schneider, Ashton
    : http://hdl.handle.net/1803/10039
    : 2019-07-16

    Abstract

    Intentional forgetting refers to the attempt to marshal top-down control to purposefully forget, and has been demonstrated in the laboratory using directed forgetting paradigms. Here, we asked whether the mechanisms of top-down control can run in the opposite direction to prevent the forgetting of information; that is, can we actively resist unintentional forgetting? Recognition-induced forgetting is an unintentional forgetting effect in which accessing one memory leads to the forgetting of related memories. Just as intentional forgetting possesses intuitively appealing control over eliminating undesirable memories, resisting unintentional forgetting over desired memories would improve cognitive performance. We showed subjects a 9-min video to teach them about the recognition-induced forgetting paradigm and how recognition of certain objects unintentionally leads to forgetting of semantically related objects. After testing their comprehension of the video, we conducted a typical recognition-induced forgetting experiment and challenged the subjects to resist this form of unintentional forgetting. Despite their knowledge of the forgetting effect, and the challenge to subjects to resist the forgetting induced by the paradigm, recognition-induced forgetting persisted. These results show that knowledge of this unintentional forgetting phenomenon and the challenge to resist forgetting do not eliminate it, suggesting that it is cognitively impenetrable.
    Show full item record

    Files in this item

    Thumbnail
    Name:
    Unintentional forgetting is ...
    Size:
    1.043Mb
    Format:
    PDF
    View/Open

    This item appears in the following collection(s):

    • Psychological Sciences

    Connect with Vanderbilt Libraries

    Your Vanderbilt

    • Alumni
    • Current Students
    • Faculty & Staff
    • International Students
    • Media
    • Parents & Family
    • Prospective Students
    • Researchers
    • Sports Fans
    • Visitors & Neighbors

    Support the Jean and Alexander Heard Libraries

    Support the Library...Give Now

    Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

    Become a Friend of the Libraries

    Quick Links

    • Hours
    • About
    • Employment
    • Staff Directory
    • Accessibility Services
    • Contact
    • Vanderbilt Home
    • Privacy Policy