Abstract
In three experiments, we examined the effects of directed forgetting messages on item recall. Using a variety of materials and conditions, we observed no main effects of such messages on recall. However, analyses of question and feedback study time, response certitude, and conditional probability revealed a number of significant effects. Effects of feedback were consistently strong and may have masked the benefits of directed forgetting. Other results were consistent with previous research in the feedback paradigm.
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We wish to thank Marston C. White for his assistance in collecting the data for this experimental series.
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Webb, J.M., Stock, W.A., Kulhavy, R.W. et al. Directed forgetting and feedback in written instruction. Bull. Psychon. Soc. 28, 543–546 (1990). https://doi.org/10.3758/BF03334074
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DOI: https://doi.org/10.3758/BF03334074