An Investigation of the Effects of Cued Forgetting on Reducing Proactive Interference in Paired-Associates Learning
effects of cued forgetting, paired-associates learning, reducing proactive interference, control groups, memory, retention
Cognition and Perception | Communication Sciences and Disorders | Medicine and Health Sciences | Psychology
The effect of cued forgetting was investigated in two studies. In Experiment I, 36 Ss, divided into three groups, each learning lists of CVC pairs of a different level of meaningfulness (high, medium, or low), were exposed to 20 lists of 10 pairs of CVC's with a cue to forget appearing late in the list, early in the list, or not at all. A recall test over one of the items appearing after the forget cue was given after the presentation of each list. Performance increased with the number of items before the forget cue and with an increase in meaningfulness level. In Experiment II, performance of two control groups was compared to performance of Ss cued to forget (B group). Both control groups were given the same test booklets as were the B Ss with the differences between the groups being that Ss in the NSC group were told that the color change was not significant and Ss in the NPI group were given blank pages rather than items before the forget cue. There were no significant difference between the NPI, B and NSC groups; however, the cue placement effect was significant regardless of whether Ss were given the forgot cue or not.
Department 1 Awarding Honors Status
Russell, C. S. (1973). An Investigation of the Effects of Cued Forgetting on Reducing Proactive Interference in Paired-Associates Learning (Undergraduate honors thesis, University of Redlands). Retrieved from https://inspire.redlands.edu/cas_honors/403