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Retrieval-Induced Forgetting Occurs in Tests of Item Recognition

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Retrieval-Induced Forgetting Occurs in Tests of Item Recognition Psychonomic Bulletin & Review 2004, 11 (1), 125-130 Retrieval-induced forgetting occurs in tests of item recognition JASON L. HICKS and JEFFREY J. STARNS Louisiana State University, Baton Rouge, Louisiana Using the retrieval-practice paradigm (Anderson, R. A. Bjork, & E. L. Bjork, 1994), we tested whether or not retrieval-induced forgetting could be found in item recognition tests. In Experiment 1, retrievalpractice on items from semantic categoriesdepressed recognition of nonpracticed items from the same categories.Similar results were found in Experiment 2 in a more stringent source test for prac- ticed, nonpracticed, and new items. These results conceptually replicate those of previous retrieval- induced forgetting studies done with cued recall (e.g., Anderson et al., 1994). Our findings are incon- sistent with the hypothesis that item-specificcues during retrievalwill eliminate retrievalinterference in the retrieval-practiceparadigm (Butler, Williams, Zacks, & Maki, 2001).We discuss our results in re- lation to other retrieval interference and inhibition effects in recall and recognition. Retrieval-induced forgettingrefers to the phenomenon exemplar pairs (e.g., food–cherry) from multiple cate- in which retrieval of some studied items causes tempo- gories (e.g., food, colors, etc.). In the second phase, re- rary inaccessibilityof otherstudieditems when both types trieval practice occurs for some of the studied exemplars, are associated with a common retrieval cue (e.g., Ander- using cued recall. Exemplars are usually cued with the son, R. A. Bjork, & E. L. Bjork, 1994; Roediger, 1974; category label and the first letter or two of the exemplar Watkins, 1978). Anderson and his colleagues have dem- (e.g., food–ch_____). Critical to this practice phase is onstrated that this form of retrieval impairment has an that only some categories are practiced, and within those effect in episodic memory across retrieval sessions (e.g., categories, only some of the exemplars are practiced. By Anderson et al., 1994). That is, retrieval of some items at convention, practiced categories are labeled Rp, items one point in time has a detrimental effect on retrieval of from these categoriesthat were individuallypracticed are other items in a later retrieval session. Anderson and col- labeled Rp1, nonpracticed items from the same prac- leagues’ recent work has typically relied on preexisting ticed categories are labeled Rp2, and items from non- associations between semantic or conceptual categories. practiced categories are labeled Nrp. However, other work demonstratesthat competitionamong In the final test phase, all learned exemplars are tested items that are associated with nonsemantic cues can also in a surprise cued recall test that might use the category cause retrieval-induced forgetting, be they perceptual or label (e.g., food) or a category-plus-stem cue (e.g., food– spatial cues (Ciranni & Shimamura, 1999) or spatiotem- ch_____;Anderson et al., 1994). The standard finding in poral cues (Koutstaal, Schacter, Johnson, & Galluccio, this paradigm is that Rp1 items are recalled better and 1999). Rp2 items are recalled worse in comparison with the Because the experiments in our study relied on pre- Nrp baseline. That is, retrieval practice facilitates later existing associationsamong category exemplars, we will recall of Rp1 items but impairs recall of Rp2 items. The describe next the standard paradigm used to demonstrate prevailing theoretical view is that the temporary forget- retrieval-induced forgetting. Using a retrieval-practice ting of Rp2 items is caused by their inhibitionduring the paradigm, Anderson et al. (1994) showed that retrieving intermediate retrieval practice phase. As Rp1 items re- some category exemplars from episodic memory prior to ceive retrieval practice, competing Rp2 items are osten- a final cued recall test later caused forgetting of other sibly inhibited to reduce their interference with target studied exemplars from the same category. In the first item retrieval, thus causing their temporary inaccessibil- phase of the paradigm, people learn several category– ity in the final memory test (Anderson et al., 1994). In contrast to most studies already reported, the present study explores whether or not retrieval-inducedforgetting We thank Joanna Arrington, Angela Roan, Cristine Roussel, and can be found in the context of a final recognition test as Matt Sentilles for their dedicated help in collecting the data, and Lisa opposed to the recall tests that have traditionallybeen used. Sheppard-Goodlett for her help in scoring the retrieval practice data. To our knowledge, there is only one published attempt We also thank Mike Anderson, Doug Nelson, and Roddy Roediger for that examined retrieval-induced forgetting in a recogni- their comments on an earlier version of the manuscript. Correspon- dence concerning this article should be addressed to J. L. Hicks, De- tion test (Koutstaal et al., 1999). In that study, retrieval- partment of Psychology, Louisiana State University, Baton Rouge, LA induced forgetting was found in a free recall test (Exper- 70803-5501(e-mail: [email protected]). iment 1), but not in a recognition test (Experiment 2). 125 Copyright 2004 Psychonomic Society, Inc. 126 HICKS AND STARNS Koutstaal et al. had people physically perform activities Clark, & Shiffrin, 1990). Even an alternativeview of class- during the encoding session (e.g., “trace the boomerang”). based inhibitionknown as response-set suppression pre- Two days following the encoding session, photographsof dicts significant impairment of the entire class of sup- actors performing half of the same activities were given pressed (i.e., Rp2) items on tests of recall but not on tests for review (Rp1 items). The participants were asked to of recognition because making previously suppressed re- use the photographs to reconstruct the entire encoding sponses available circumvents the lack of accessibility context as best as possible during this photograph re- found in recall (Postman & Stark, 1969). Thus, the view view. A between-subjects control group that did not en- that individualRp2 item representations are affected di- gage in photograph review was used as the nonpracticed rectly by inhibition (see, e.g., Anderson & Spellman, baseline (i.e., the Nrp condition). 1995) makes the unique prediction of impairment in any At test, all participants were asked either to free recall explicit test of memory, including recognition tests. the entire set of performed actions (Experiment 1) or to Empirically,Koutstaal et al.’s(1999) finding of retrieval- recognize objects involvedin the performed actions (Ex- induced forgetting in free recall was demonstrated with periment 2). Significant facilitation was found for Rp1 a novel spatiotemporal context as the organizing link actions in both retrieval tasks. Only in the free recall test, among the encoded actions. This procedure contrasts with however, was impairment of Rp2 actions found. Kout- Anderson et al.’s (1994) original paradigm in which the staal et al. (1999) concluded that retrieval-induced for- organizing principle was a very well-learned conceptual getting is unlikely to be found in memory tests that rein- category. Consequently, we felt it important to attempt state powerful contextual cues for individual items. to demonstrate retrieval-induced forgetting using a stan- Given that recognition tests typically present identical dard recognition memory paradigm patterned more cues of the studied material, one could consider recog- closely after the original demonstrations of the effect. nition as the most difficult paradigm in which to find im- paired retrieval of Rp2 items. Anderson and R. A. Bjork EXPERIMENTS 1 AND 2 (1994) concurred by predicting that evidence of retrieval inhibition might be more difficult to find in recognition Following the standard methods, we had three general tests. In agreement with these findings,Butler, Williams, phases in our experiments: encoding of category exem- Zacks, and Maki (2001) found significant retrieval- plars, retrieval practice for half of the items from half of induced forgetting in a category cued recall test, but not the categories, and final retrieval of all studied items fol- in tests of memory for which item-specific cues were lowing a brief delay. The only significant deviations supplied (e.g., word fragment cued recall and word frag- from the standard procedure were that individual exem- ment completion). Other paradigms also suggest that ev- plars, rather than category–exemplar pairs, were initially idence of retrieval inhibition in measures of accuracy is studied in order to minimize contextual cues associated difficult to find in a recognition test. One example is the with encoding, and that item recognition was used as the directed forgetting literature (see MacLeod, 1999, for a final retrieval task. discussion), and another is the part-set cuing literature Based on the existingtheoreticalanalysis, the empirical (Slamecka, 1975; Todres & Watkins, 1981). Although predictionswere relatively straightforward. Assuming that part-set cuing effects have been found in recognition la- retrieval practice decreases the episodic availability of tencies under certain conditions(e.g., Neely, Schmidt, & Rp2 items, recognition should be worse for these items Roediger, 1983), such effects have not generalized to relative to the Nrp baseline. This outcome would concep- recognition accuracy. tually replicate the existing literature that heretofore has Despite a
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