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      Retrieval-Induced Forgetting in the Feigning Amnesia for a Crime Paradigm

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          Abstract

          Previous studies demonstrated that, when asked to honestly provide information about a mock crime, former feigners performed worse than those who were requested to confess to this event. Thus, feigning amnesia for a mock crime undermined genuine memory for the same experience. In the present study, we examined whether retrieval-induced forgetting (RIF) underlies this memory-undermining effect. After watching a mock crime, participants had to feign amnesia or confess to having committed that crime. Feigners were given retrieval practice instructions (i.e., retrieval-practice group) or no further instructions (i.e., control group). Immediately and 1 day later, all participants had to genuinely report what they remembered about the crime. Although simulators in the retrieval-practice group recalled the largest amount of information as a positive consequence of retrieval, the ratio for crucial crime-related details was lower than that exhibited by both simulators who were given no instructions and confessors. These findings suggest that RIF might play a role in forgetting critical information in claims of crime-related amnesia. Theoretical and practical implications will be discussed.

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          The Power of Testing Memory: Basic Research and Implications for Educational Practice.

          A powerful way of improving one's memory for material is to be tested on that material. Tests enhance later retention more than additional study of the material, even when tests are given without feedback. This surprising phenomenon is called the testing effect, and although it has been studied by cognitive psychologists sporadically over the years, today there is a renewed effort to learn why testing is effective and to apply testing in educational settings. In this article, we selectively review laboratory studies that reveal the power of testing in improving retention and then turn to studies that demonstrate the basic effects in educational settings. We also consider the related concepts of dynamic testing and formative assessment as other means of using tests to improve learning. Finally, we consider some negative consequences of testing that may occur in certain circumstances, though these negative effects are often small and do not cancel out the large positive effects of testing. Frequent testing in the classroom may boost educational achievement at all levels of education.
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            Rethinking interference theory: Executive control and the mechanisms of forgetting

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              Retrieval-induced forgetting: evidence for a recall-specific mechanism.

              Previous work has shown that recalling information from long-term memory can impair the long-term retention of related representations--a phenomenon known as retrieval-induced forgetting (Anderson, Bjork, & Bjork, 1994). We report an experiment in which the question of whether retrieval is necessary to induce this form of impairment was examined. All the subjects studied six members from each of eight taxonomic categories (e.g., fruit orange). In the competitive practice condition, the subjects practiced recalling three of the six members, using category-stem cues (e.g., fruit or__). In the noncompetitive practice condition, the subjects were reexposed to these same members for the same number of repetitions but were asked to recall the category name by using the exemplar and a stem as cues (e.g., fr__orange). Despite significant and comparable facilitation of practiced items in both conditions, only the competitive practice subjects were impaired in their ability to recall the nonpracticed members on a delayed cued-recall test. These findings argue that retrieval-induced forgetting is not caused by increased competition arising from the strengthening of practiced items, but by inhibitory processes specific to the situation of recall.
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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                26 April 2019
                2019
                : 10
                : 928
                Affiliations
                [1] 1Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University , Maastricht, Netherlands
                [2] 2Department of Education, Psychology, Communication, University of Bari Aldo Moro , Bari, Italy
                Author notes

                Edited by: Pekka Santtila, New York University Shanghai, China

                Reviewed by: Jordan Harp, University of Kentucky, United States; Charles B. Stone, John Jay College of Criminal Justice, United States

                This article was submitted to Forensic and Legal Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2019.00928
                6497810
                31080428
                45cc5b38-9c24-4be0-95dd-f786d9b726df
                Copyright © 2019 Mangiulli, van Oorsouw, Curci and Jelicic.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 14 February 2019
                : 08 April 2019
                Page count
                Figures: 0, Tables: 5, Equations: 0, References: 49, Pages: 10, Words: 0
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                feigning amnesia,retrieval-induced forgetting,inhibition,malingering,memory errors

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