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Learning-forgetting independence, unidimensional memory models, and feature models: comment on Bogartz (1990)
1Department of Psychology, University of Washington, Seattle 98195.
Journal of Experimental Psychology. Learning, Memory, and Cognition
|September 1, 1990
Summary
Forgetting rate independence from learning degree is explored. Loftus's test distinguishes memory models, while Bogartz's definition allows for broader interpretations, impacting memory research.
Area of Science:
- Cognitive Psychology
- Memory Research
- Mathematical Psychology
Background:
- Discussions on forgetting rate independence from original learning degree.
- Criticism of Loftus's (1985b) method for testing independence.
Purpose of the Study:
- Counter Bogartz's criticisms of Loftus's independence testing method.
- Differentiate between unidimensional and multidimensional memory models.
- Analyze constraints for learning and forgetting rate independence.
Main Methods:
- Analysis of Loftus's horizontal-parallelism test.
- Development of a general feature model for learning and forgetting.
- Mathematical modeling of memory constraints.
Main Results:
- Loftus's test distinguishes unidimensional from multidimensional memory models.
- Loftus's definition implies unidimensional models; Bogartz's is compatible with both.
- Identified specific constraints for achieving independence under both definitions.
Conclusions:
- Loftus's test provides a more constrained view of memory models.
- Bogartz's definition offers broader compatibility with different memory architectures.
- Mathematical modeling clarifies the conditions for forgetting rate independence.