Explaining retrieval-induced forgetting: A change in mental context between the study and restudy practice phases is not sufficient to cause forgetting. Issue 6 (2nd June 2016)

• Record Type: Journal Article
• Authors: Buchli, Dorothy R.; Storm, Benjamin C.; Bjork, Robert A.
• Is Part Of: Quarterly journal of experimental psychology. Volume 69:Issue 6(2016)
• Page Start: 1197
• Page End: 1209
• Publication Date: 2016-06-02
• Subjects: Retrieval-induced forgetting -- Contextual-cuing account -- Inhibition -- Context change; Psychology, Experimental -- Periodicals; Psychophysiology -- Periodicals; Psychology, Comparative -- Periodicals; 150.72405
• DOI: 10.1080/17470218.2015.1076866
• Languages: English
• ISSNs: 1747-0218

Abstract

Abstract : Retrieving information can impair the subsequent recall of related information. Such retrieval-induced forgetting is often attributed to inhibitory mechanisms, but Jonker, MacLeod, and Seli (2013) recently proposed an alternative account. In their view, the study and retrieval-practice phases constitute two disparate contexts, and impairment of unpractised members from practised categories is attributable to their being absent from the retrieval-practice context, which is where, according to Jonker et al., participants preferentially search at the time of final test. In evidence of this account, Jonker et al. showed that even restudy practice—which is assumed by the inhibitory account to be insufficient to cause forgetting (i.e., retrieval-specificity)—can cause forgetting when a mental context change is inserted between study and restudy. The present research sought to replicate this finding while also testing the possibility that a far mental context change would cause more forgetting than a near mental context change. In Experiment 1, participants described a vacation inside the United States (near) or outside the United States (far). In Experiments 2 and 3, participants described the layout of their own home (near) or their parents' home (far). In contrast to the predictions of the context account, however, but consistent with the predictions of the inhibitory account, none of the restudy-plus-context-change conditions resulted in significant forgetting.