Abstract
In the intentional forgetting paradigm, after material had been presented for study, subjects were instructed to remember some of them and forget the remainder. Considerable research showed that remember-cued items were recalled more than forget-cued items. These were mainly two theories to explain the result: encoding-based theory and retrieval inhibition theory. This research aimed at investigating the roles of encoding elaboration and retrieval inhibition on intentional forgetting. In the experiment undergraduate students were given an item-by-item cued study task, either a direct (cued recall word-stem completion) or an indirect test (repetition priming word-stem completion), and a final recognition test. Two new methods were introduced into the research: one was carefully controlled word-stem completion with computer, and the other was so-called unrelated items. By comparing memory of unrelated items with remember-and forget-cued items, the result indicated that selective rehearsal and retrieval inhibition played roles on intentional forgetting.
| Keywords: | intentional forgetting; word-stem completion; elaboration of encoding; retrieval inhibition |
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