title: The longer we have to forget the more we remember: The ironic effect of postcue duration in item-based directed forgetting.
abstract: The effects of the duration of remember and forget cues were examined to test the differential rehearsal account of item-based directed forgetting. In Experiments 1 and 2, cues were shown for 300, 600, or 900 ms, and a directed forgetting effect (better recognition of remember than forget items) was found at each duration. In addition, recognition of both remember and forget items increased with cue duration. These 2 effects did not interact. The results of Experiment 2 further showed that memory for the cue associated with the study items increased with cue duration as well. The results of Experiment 1 were replicated in Experiment 3 for cue durations of 1, 2, and 3 s. Finally, a similar pattern of results was found for cue durations of 2, 4, and 6 s for associative recognition of random word pairs. If subjects cannot immediately terminate the processing of forget items, the lingering processing of these items is as beneficial as the continued processing of remember items. Alternatively, subjects may use inefficient or counterproductive strategies that ironically improve memory for the information they wish to forget.
authors: Department of Psychology, Wilfrid Laurier University, Waterloo ON, N2L 3C5 Canada. banc6110@wlu.ca
authors: Tyler D
authors: TD
authors: Bancroft
authors: William E
authors: WE
authors: Hockley
authors: Riley
authors: R
authors: Farquhar
mesh_terms: D000704:Analysis of Variance; D001245:Association Learning / Q000502:physiology*; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology*; D010775:Photic Stimulation; D021641:Recognition, Psychology / Q000502:physiology; D013334:Students; D013997:Time Factors; D014495:Universities; D014825:Vocabulary