title: Directed forgetting in incidental learning and recognition testing: support for a two-factor account.
abstract: Instructing people to forget a list of items often leads to better recall of subsequently studied lists (known as the benefits of directed forgetting). The authors have proposed that changes in study strategy are a central cause of the benefits (L. Sahakyan & P. F. Delaney, 2003). The authors address 2 results from the literature that are inconsistent with their strategy-based explanation: (a) the presence of benefits under incidental learning conditions and (b) the absence of benefits in recognition testing. Experiment 1 showed that incidental learning attenuated the benefits compared with intentional learning, as expected if a change of study strategy causes the benefits. Experiment 2 demonstrated benefits using recognition testing, albeit only when longer lists were used. Memory for source in directed forgetting was also explored using multinomial modeling. Results are discussed in terms of a 2-factor account of directed forgetting.
authors.affiliation: Department of Psychology, University of Florida, Gainesville, FL 32611-2250, USA. sahakyan@cas.usf.edu
authors.forename: Lili
authors.initials: L
authors.lastname: Sahakyan
authors.forename: Peter F
authors.initials: PF
authors.lastname: Delaney
mesh_terms: D001288:Attention; D006801:Humans; D011939:Mental Recall; D015233:Models, Statistical; D011336:Probability; D012153:Retention, Psychology; D014706:Verbal Learning