Effects of learning experience on forgetting rates of item and associative memories.
Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed learning (ML) or a distributed learning (DL) mode. Then they were tested for item and associative recognition separately after four retention intervals: 10 min, 1 d, 1 wk, and 1 mo. The contribution of recollection and familiarity processes were assessed by participants' remember/know judgments. The results showed that for both item and associative memories, across different degrees of learning, recollection decreased significantly and was the main source of forgetting over time, whereas familiarity remained relatively stable over time. Learning multiple times led to slower forgetting at shorter intervals, depending on recollection and familiarity processes. Compared with massed learning, distributed learning (six times) especially benefited associative memory by increasing recollection, leading to slower forgetting at longer intervals. This study highlighted the importance of process contribution and learning experiences in modulating the forgetting rates of item and associative memories. We interpret these results within the framework of a dual factor representational model of forgetting (as noted in a previous study) in which recollection is more prone to decay over time than familiarity.
Department of Psychology and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100080, China yangjj@pku.edu.cn.
Jiongjiong
J
Yang
Department of Psychology and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100080, China.
Lexia
L
Zhan
Department of Psychology and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100080, China.
Yingying
Y
Wang
Department of Psychology and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100080, China.
Xiaoya
X
Du
Department of Psychology and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100080, China.
Wenxi
W
Zhou
Department of Psychology and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100080, China.
Xueling
X
Ning
Department of Psychology and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100080, China.
Qing
Q
Sun
Department of Psychology, University of Toronto, Toronto, Ontario M5S 3G3, Canada Rotman Research Institute, Baycrest Centre, Toronto, Ontario M6A 2E1, Canada.
Morris
M
Moscovitch
D000328:Adult; D001245:Association Learning; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D021641:Recognition, Psychology; D012153:Retention, Psychology; D055815:Young Adult