Successful Remembering and Successful Forgetting by Benjamin, Aaron S. -- Read -- Imperial Library of Trantor

Index

CONTENTS Preface Contributors 1 ON THE SYMBIOSIS OF REMEMBERING, FORGETTING, AND LEARNING

WHY FORGETTING IS IMPORTANT HOW LEARNING AND REMEMBERING CONTRIBUTE TO FORGETTING

Retrieval as a Memory Modifier Adaptive Aspects of the Interplay of Forgetting and Remembering

FORGETTING AS A FACILITATOR OF LEARNING

Forgetting and Desirable Difficulties Why Do Conditions That Induce Forgetting Often Enhance Learning?

HOW WE LEARN VERSUS HOW WE THINK WE LEARN

Why We Develop Faulty Mental Models of Ourselves as Learners The Importance of Becoming Metacognitively Sophisticated as a Learner

CONCLUDING COMMENT REFERENCES

2 INTRICACIES OF SPACED RETRIEVAL

FORGETTING AN EVENT CAN ENHANCE ITS RELEARNING RETRIEVAL AS A MEMORY MODIFIER EXPANDING RETRIEVAL SCHEDULES EXPANDING RETRIEVAL: RESEARCH AND CONTROVERSY THE MYSTERY OF EXPANDING RETRIEVAL PRACTICE AND ITS VICISSITUDES: A PARTIAL SOLUTION PRACTICAL ADVICE CONCLUSION REFERENCES

3 DISTRIBUTED LEARNING AND THE SIZE OF MEMORY

ABOUT SPACED PRACTICE MEMORY WITHOUT ORGANIZATION REINFORCEMENT AS CONSOLIDATION THE TWO IS NOT BETTER THAN ONE CONUNDRUM HOW MUCH PEOPLE LEARN AND REMEMBER IN A LIFETIME: MY ESTIMATE A FASCINATING HISTORICAL FOOTNOTE: HOOKE’S 1681 MODEL OF HOW MEMORY IS STORED AND HOW MUCH PEOPLE LEARN AND REMEMBER IN A LIFETIME THE HOOKE MEMORY MODEL HOOKE’S ESTIMATE OF LIFETIME STORAGE OF IDEAS THE TOTAL AMOUNT OF MEMORY STORAGE SPACE AVAILABLE

Case I: Data From Landauer and Meyer (1972) Case II

TOWARD RESOLVING THE TWO IS NOT BETTER THAN ONE CONUNDRUM CODA: A QUICK SUMMARY AND AN AUDACIOUS HYPOTHESIS ENDNOTES REFERENCES

4 THE CAUSES AND CONSEQUENCES OF REMINDING

REMINDING IN HIGHER COGNITION

Concept Learning Problem Solving by Analogy Understanding

REMINDING IN SIMPLE MEMORY TASKS

Memory for Repeated Materials Memory for Semantically Related Materials Learning in A-B A-C Paired-Associate Tasks Memory for Lists of Semantic Associates

THE PURPOSE OF REMINDING REFERENCES

5 RETRIEVAL-INDUCED FORGETTING AND THE RESOLUTION OF COMPETITION

THE PHENOMENON OF RETRIEVAL-INDUCED FORGETTING

Theoretical Accounts of Retrieval-Induced Forgetting Evidence for Inhibition

INHIBITORY CONTROL AND THE RESOLUTION OF COMPETITION

Competition as a Necessary Condition for Retrieval-Induced Forgetting Unsuccessful Retrieval, Successful Forgetting Overcoming Competition During Semantic Generation and Mental Imagery Overcoming Fixation in Creative Problem Solving

CONCLUSION REFERENCES

6 ON THE RELATIONSHIP BETWEEN INTERFERENCE AND INHIBITION IN COGNITION

EVIDENCE FOR A ROLE OF INHIBITION IN COUNTERING UNWANTED ACCESSIBILITY

Interference-Dependence During Selective Retrieval Interference-Dependence During Retrieval Stopping

THE DEMAND-SUCCESS TRADE-OFF PROBLEM: A CENTRAL THEORETICAL ISSUE FOR RESEARCH ON INHIBITORY CONTROL

The Essence of the Demand-Success Trade-Off Problem Examples of Demand-Success Trade-Offs in Memory Inhibition

CONCLUDING REMARKS REFERENCES

7 SLEEP, RETRIEVAL INHIBITION, AND THE RESOLVING POWER OF HUMAN MEMORY

RETRIEVAL-INDUCED FORGETTING (RIF) SPONTANEOUS RECOVERY AND REGRESSION EFFECTS INHIBITION AND DELAY SLEEP AND SYNAPTIC HOMEOSTASIS CONCLUDING REMARKS: CONSOLIDATING THE PAST AND LOOKING FORWARD ENDNOTES REFERENCES

8 BLOCKING OUT BLOCKS

A CREATIVE INSIGHT: FORGETTING CAN BE ADAPTIVE TWO MYSTERIES: HYPERMNESIA AND INCUBATION THE FORGETTING FIXATION HYPOTHESIS EXPERIMENTALLY INDUCED FIXATION (BLOCKING) IN MEMORY TASKS EXPERIMENTALLY INDUCED FIXATION (BLOCKING) IN CREATIVE PROBLEM SOLVING EXPERIMENTALLY INDUCED FIXATION IN CREATIVITY TASKS CONCLUSIONS FROM FIXATION AND BLOCKING EXPERIMENTS INCUBATION EFFECTS IN MEMORY TASKS INCUBATION EFFECTS IN CREATIVE PROBLEM SOLVING SUMMARY AND CONCLUSIONS REFERENCES

9 A CONTEXTUAL FRAMEWORK FOR UNDERSTANDING WHEN DIFFICULTIES ARE DESIRABLE

THEORETICAL FRAMING THE CORE ASSUMPTIONS CHARACTERISTICS OF THE LEARNER AND DESIRABLE DIFFICULTY NATURE OF MATERIALS AND DESIRABLE DIFFICULTY TRANSFER-APPROPRIATE PROCESSING AND DESIRABLE DIFFICULTY

Memory Metacomprehension

CONCLUSION REFERENCES

10 TESTING, GENERATION, AND SPACING APPLIED TO EDUCATION

EARLY APPROACHES TO LEARNING AND TEACHING MAKING PRACTICE MORE EFFECTIVE RETRIEVAL PRACTICE IN THE CLASSROOM LABORATORY WORK WITH REALISTIC MATERIALS PROGRAMMED INSTRUCTION AND DEVICE-DIRECTED PRACTICE CONCLUSION REFERENCES

11 LEARNING FROM AND FOR TESTS

THE PLACE OF TESTING IN EDUCATION TWO CATEGORIES OF TEST EFFECTS LEARNING FROM TESTS (TE-1)

Effects of Initial-Retrieval Spacing on Long-Term Memory Effects of Initial-Test Level of Processing on Long-Term Memory Effects of Initial Recognition Processes on Long-Term Memory

LEARNING FOR TESTS (TE-2)

Effects of Test Expectations on Content Organization Knowledge Effects of Test Expectations on Recognition Discrimination

EMBEDDED IMPLICIT TESTS

Guided Cognition of Unsupervised Learning

TAKING ADVANTAGE OF INCREASED EMPHASIS ON TESTING

A Guided Cognition Approach to Test-Driven Instructional Design

ACKNOWLEDGEMENTS REFERENCES

12 CAN DESIRABLE DIFFICULTIES OVERCOME DECEPTIVE CLARITY IN SCIENTIFIC VISUALIZATIONS?1

INTRODUCTION

Deceptive Clarity The Knowledge Integration Instructional Pattern

SCIENTIFIC VISUALIZATIONS AND DESIRABLE DIFFICULTIES

Laboratory Investigations Classroom Studies Comparing Visualizations to Typical Instruction Visualization Studies Using Pretests and Posttests

EXAMPLES FROM TE LS: GENERATION AND CRITIQUE

Generation as a Desirable Difficulty Critique as a Desirable Difficulty

CONCLUSIONS AND IMPLICATIONS ACKNOWLEDGMENTS ENDNOTE REFERENCES

13 DESIRABLE DIFFICULTIES AND STUDYING IN THE REGION OF PROXIMAL LEARNING

INTRODUCTION RETRIEVAL PRACTICE FEEDBACK SPACING INTERLEAVING CONCLUSION REFERENCES

14 DATA ENTRY

PROCEDURAL REINSTATEMENT PRINCIPLE DEPTH OF PROCESSING PRINCIPLE PHONOLOGICAL PROCESSING PRINCIPLE COGNITIVE ANTIDOTE PRINCIPLE MENTAL PRACTICE PRINCIPLE CONCLUSIONS ACKNOWLEDGEMENTS REFERENCES

15 AN OUTPUT-BOUND PERSPECTIVE ON FALSE MEMORIES

INPUT-BOUND AND OUTPUT-BOUND MEASURES OF MEMORY PERFORMANCE OUTPUT-BOUND MEMORY ACCURACY IN STUDIES USING THE DRM PARADIGM DISCUSSION

The Distinction Between Input-Bound and Output-Bound Perspectives Output-Bound Memory Accuracy and Its Underlying Mechanisms The Issue of Ecological Representativeness

ACKNOWLEDGEMENTS ENDNOTES REFERENCES APPENDIX

16 HOW SHOULD WE DEFINE AND DIFFERENTIATE METACOGNITIONS?

EXPERIMENT 1

Method Results

EXPERIMENT 2

Method Results

GENERAL DISCUSSION ACKNOWLEDGMENTS REFERENCES

17 LEARNING FROM THE CONSEQUENCES OF RETRIEVAL

OVERVIEW THE POWER OF TESTS AS LEARNING EVENTS MONITORING ONE’S LEARNING DURING STUDY LEARNING FROM THE EXPERIENCE OF TEST TAKING GENERATION AS A CONDITION OF LEARNING MAKING LEARNERS SENSITIVE TO GENERATION AS AN EFFECTIVE CONDITION OF LEARNING ADDITIONAL QUESTIONS AND POTENTIAL IMPORTANT APPLICATIONS CONCLUDING COMMENTS REFERENCES

18 FAILING TO PREDICT FUTURE CHANGES IN MEMORY

THE IMPORTANCE OF METACOGNITION JUDGMENTS BASED ON THE PAST VERSUS JUDGMENTS BASED ON THE FUTURE A STABILITY BIAS IN HUMAN MEMORY

Predicting Future Forgetting Predicting Future Learning POSSIBLE EXPLANATIONS OF THE STABILITY BIAS

EXPERIMENT OVERVIEW

Participants

ACTUAL RECALL PERFORMANCE

Method RESULTS AND DISCUSSION

WERE PREDICTIONS ACCURATE IN THE NO-PERSPECTIVE CONDITION?

Method Results and Discussion

DID IMAGINING A TEST TAKER’S PERSPECTIVE INCREASE PREDICTION ACCURACY?

Method Results and Discussion

DID DIMINISHING THE INFLUENCE OF ITEM DIFFICULTY INCREASE PREDICTION ACCURACY?

Method Results and Discussion

OVERALL, DID PARTICIPANTS SUFFER FROM A STABILITY BIAS? WERE OLDER ADULTS LESS SUSCEPTIBLE TO THE STABILITY BIAS? GENERAL DISCUSSION LONG-TERM OVERCONFIDENCE REINTERPRETING JUDGMENTS OF LEARNING BASED ON THE STABILITY BIAS CONCLUSION ACKNOWLEDGEMENTS ENDNOTES REFERENCES

19 RELYING ON OTHER PEOPLE’S METAMEMORY

OUR OWN METAMEMORY

Judgments of Learning Flashbulb Memory Eyewitness Memory: Lineups Eyewitness Memory: Misleading Postevent Information

EXPLICIT UNDERSTANDING OF OUR OWN MEMORY AND METAMEMORY

Laboratory Nonexperiential Memory Judgment Tasks Surveys on Memory Relating to Eyewitness Memory

COMPARING OURSELVES TO OTHERS: GENERALIZE OR DIFFERENTIATE?

Present Studies: When I’m Sure, I’m Sure, but When You’re Sure, You’re Not

RELYING ON OTHERS’ METAMEMORY

Presumption of Calibration10

SOME QUESTIONS CONCLUSION ACKNOWLEDGMENTS ENDNOTES REFERENCES

20 MULTIDIMENSIONAL MODELS FOR ITEM RECOGNITION AND SOURCE IDENTIFICATION

ONE-DIMENSIONAL MODELS BIVARIATE RECOGNITION AND IDENTIFICATION MODELS ENDNOTES REFERENCES

21 PURSUING A GENERAL MODEL OF RECALL AND RECOGNITION

THE ADVANTAGES AND CHALLENGES OF MODELING PREVIOUS EFFORTS TOWARD DEVELOPING GENERAL MEMORY MODELS

The Rise and Fall of Strength-Based Global Matching Models Bayesian Likelihood Recognition Models

THE RISE OF DUAL-PROCESS RECOGNITION DECISION THEORIES TOWARD A GENERAL MODEL OF RECALL AND RECOGNITION: FEATURES AND DESIGN ISSUES

Rationale for Using the SAM Framework as a Starting Point The fSAM Model: A Brief Description The SAM Recognition Model Proposed Modifications to Generalize fSAM to Simulate Recognition Memory Going Beyond the SAM Framework

CONCLUSION REFERENCES

22 MEMORY FOR PICTURES

PICTURES ARE BETTER REMEMBERED THAN WORDS SOMETIMES WORDS ARE BETTER REMEMBERED THAN PICTURES PICTURES THAT DO NOT HAVE A MEANINGFUL LABEL ARE HARD TO REMEMBER IF YOU CANNOT NAME IT, YOU WILL PROBABLY NOT REMEMBER IT IF THE PICTURE LABEL IS NOT DISCRIMINATIVE, THE VERBAL CODE IS USELESS COMPARING PICTURE VERSUS WORD RECOGNITION WHEN THE PICTURE FOILS SHARE THE VERBAL CODE

Experiment 1 Experiment 2

CONCLUSIONS ACKNOWLEDGMENTS ENDNOTE REFERENCES

23 ADMINISTRATION OF DEHYDROEPIANDROSTERONE (DHEA) INCREASES SERUM LEVELS OF ANDROGENS AND ESTROGENS BUT DOES NOT ENHANCE RECOGNITION MEMORY IN POSTMENOPAUSAL WOMEN

EXPERIMENT

Method Results and Discussion

GENERAL DISCUSSION REFERENCES

24 ON THE FRUITFUL RELATIONSHIP BETWEEN FUNCTIONAL NEUROIMAGING AND COGNITIVE THEORIES OF HUMAN LEARNING AND MEMORY

PRESTIMULUS NEURAL OSCILLATIONS AT ENCODING AND THEIR HEMODYNAMIC CORRELATES

Encoding for Later Conscious Episodic Recollection Encoding for Later Perceptual-Lexical Repetition Priming

NEURAL PROCESSES OF RETRIEVAL INHIBITION

The Neural Basis of Retrieval Avoidance The Neural Basis of Retrieval-Induced Forgetting

ACKNOWLEDGMENTS REFERENCES

25 AGE-RELATED CHANGES IN THE EPISODIC SIMULATION OF PAST AND FUTURE EVENTS

AGING AND FUTURE EVENT SIMULATION: EXPERIMENTAL EVIDENCE HEALTHY AGING AND CONSTRUCTIVE EPISODIC SIMULATION: INITIAL OBSERVATIONS PATHOLOGICAL AGING: FUTURE EVENT SIMULATION IN AL ZHEIMER’S DISEASE

Investigating Age-Related Changes With an Experimental Recombination Task

AGE-RELATED CHANGES IN REMEMBERING AND IMAGINING: HOW GENERAL ARE THEY? AGE-RELATED CHANGES IN EPISODIC SIMULATION: CONCLUSIONS AND IMPLICATIONS ACKNOWLEDGMENTS REFERENCES

INDEX

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