Are we aware of our ability to forget? Metacognitive predictions of directed forgetting.

06:00 EDT 4th June 2011 | BioPortfolio

Summary of "Are we aware of our ability to forget? Metacognitive predictions of directed forgetting."

It is often important to accurately predict not only what information we will later remember, but also what information we are likely to forget. The present research examined these abilities in the context of item-method directed forgetting, to determine whether people are aware of their strategic control of remembering and forgetting, as well as what cues are used when making metacognitive judgments. Participants studied words, each of which was followed by a cue to remember (R) or forget (F) the word for an upcoming test, and also made predictions of how likely they would be to later recall each word. When asked to recall all of the words, regardless of cue, both recall and predicted recall were fairly sensitive to the R or F instructions, despite some overconfidence. A similar and stronger pattern was found when words were assigned positive or negative point values as cues to remember or forget. These findings suggest that item-based cues to remember or forget information can be successfully utilized when making metacognitive judgments, and that people are fairly aware of the control they have over both remembering and forgetting information.


Department of Psychology, University of California, Los Angeles, Los Angeles, CA, 90095, USA,

Journal Details

This article was published in the following journal.

Name: Memory & cognition
ISSN: 1532-5946


DeepDyve research library

PubMed Articles [8493 Associated PubMed Articles listed on BioPortfolio]

Frontal transcranial Direct Current Stimulation (tDCS) abolishes list-method directed forgetting.

It is a point of controversy as to whether directed forgetting effects are a result of active inhibition or a change of context initiated by the instruction to forget. In this study we test the causal...

Forgetting "Novel" but Not "Dragon": The Role of Age of Acquisition on Intentional and Incidental Forgetting.

Two experiments studied how the age at which words are acquired (Age of Acquisition, AoA) modulates forgetting. Experiment 1 employed the retrieval-practice paradigm to test the effect of AoA on the i...

Thinking About Thinking About Leadership: Metacognitive Ability and Leader Developmental Readiness.

This chapter describes the role of metacognitive ability in leadership development while providing practical ideas and tools for the development of metacognitive abilities for current and future leade...

Metacognitive knowledge and experience in recently diagnosed patients with bipolar disorder.

Metacognition, which refers to an individual's ability to assess their own cognitive ability or performance, is poorly understood in bipolar disorder. This study was conducted to evaluate two aspects ...

Single-trial evaluative conditioning can be moderated by instructed forgetting.

Evaluative conditioning (EC) is a change in the valence of a conditioned stimulus (CS) due to previous pairing with an affective unconditioned stimulus (US). Several previous studies indicate that EC ...

Clinical Trials [1688 Associated Clinical Trials listed on BioPortfolio]

Can we Forget? Directed Forgetting and Embodied Cognition in Schizophrenia

Based on the theory of embodied cognition, which focuses on the influence of sensory and motor processes on cognition, we propose to study the influence of the action on memorization and i...

Metacognitive Therapy for Comorbid Insomnia

The purpose of this study is to determine the effect of metacognitive therapy for insomnia.

A Trial on Metacognitive Training for Depression (D-MCT)

The purpose of the present randomized-controlled trial is to investigate the efficacy of Metacognitive Training for Depression (D-MCT), a new low-threshold, modular group intervention.

Efficacy of Metacognitive Training Single Modules: Jumping to Conclusions and To Empathize...

The purpose of this study is to determine whether modules of Metacognitive Training: Jumping to Conclusions and To empathize... are effective in the treatment of patients with schizophreni...

Metacognitive Therapy for Post-concussive Symptoms After Mild Traumatic Brain Injury

The purpose of this open trial is to investigate the feasibility, acceptability, and effect of metacognitive therapy in patients with prolonged post-concussive symptoms after mild traumati...

Medical and Biotech [MESH] Definitions

Intellectual or mental process whereby an organism becomes aware of or obtains knowledge.

Enzymes that catalyze DNA template-directed extension of the 3'-end of an RNA strand one nucleotide at a time. They can initiate a chain de novo. In eukaryotes, three forms of the enzyme have been distinguished on the basis of sensitivity to alpha-amanitin, and the type of RNA synthesized. (From Enzyme Nomenclature, 1992).

An isothermal in-vitro nucleotide amplification process. The process involves the concomitant action of a RNA-DIRECTED DNA POLYMERASE, a ribonuclease (RIBONUCLEASES), and DNA-DIRECTED RNA POLYMERASES to synthesize large quantities of sequence-specific RNA and DNA molecules.

Selective perceiving such that the individual protects himself from becoming aware of something unpleasant or threatening, e.g., obscene words are not heard correctly, or violent acts are not seen accurately.

Ability of a microbe to survive under given conditions. This can also be related to a colony's ability to replicate.

Quick Search

DeepDyve research library

Searches Linking to this Article