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Learning-forgetting independence, unidimensional memory models, and feature models: comment on Bogartz (1990).

G R Loftus1, D Bamber

  • 1Department of Psychology, University of Washington, Seattle 98195.

Journal of Experimental Psychology. Learning, Memory, and Cognition
|September 1, 1990
PubMed
Summary
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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:

Related Experiment Videos

  • 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.