Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Forgetting01:21

Forgetting

503
Forgetting is an intrinsic aspect of human memory, characterized by the gradual loss or inaccessibility of information over time. Hermann Ebbinghaus, a pioneering psychologist, extensively studied this phenomenon and formulated the forgetting curve. This curve illustrates that memory loss occurs rapidly immediately after learning and then decelerates over time. Several mechanisms contribute to forgetting, including encoding failure, storage decay, retrieval failure, and interference.
Encoding...
503
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

2.3K
Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
2.3K
Implicit Memories01:24

Implicit Memories

583
Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
583
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

1.5K
The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the...
1.5K
Interference and Decay01:16

Interference and Decay

577
Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
577
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

750
Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of...
750

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Effects of design features in gaze-based use of speech-generating devices.

Disability and rehabilitation. Assistive technology·2026
Same author

Theta band activity during event-file retrieval is influenced by stimulus salience in the preceding action episode.

Cortex; a journal devoted to the study of the nervous system and behavior·2026
Same author

Perception and action as one: Re-integrating research on human action through event files.

Psychological review·2026
Same author

Binding and retrieval of omitted responses in complex response sequences.

Attention, perception & psychophysics·2026
Same author

From prediction to control: Age-related dissociations between implicit regularity encoding and attentional modulation during perception-action integration.

Developmental cognitive neuroscience·2026
Same author

A Multiplexed Neural Code Governs Dynamic Perception-Action Reconfiguration during Response Inhibition.

Journal of cognitive neuroscience·2026

Related Experiment Video

Updated: Apr 5, 2026

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice
06:04

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Published on: March 4, 2014

22.5K

How motor practice shapes memory: retrieval but not extra study can cause forgetting.

Tobias Tempel1, Christian Frings1

  • 1a Fachbereich I - Psychologie , University of Trier , Trier , Germany.

Memory (Hove, England)
|August 15, 2015
PubMed
Summary

Retrieval-induced forgetting (RIF) impairs memory for motor sequences, but only when retrieval practice is used. Simply restudying motor sequences does not cause this forgetting effect, highlighting retrieval as key for memory modification.

Keywords:
Body movementRecallRetrieval-induced-forgetting

More Related Videos

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

8.5K
Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
08:53

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

10.4K

Related Experiment Videos

Last Updated: Apr 5, 2026

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice
06:04

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Published on: March 4, 2014

22.5K
Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

8.5K
Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
08:53

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

10.4K

Area of Science:

  • Cognitive Psychology
  • Motor Learning
  • Memory Research

Background:

  • Retrieval-induced forgetting (RIF) is a well-documented phenomenon in verbal memory.
  • Its application to motor sequence learning and memory remains less explored.
  • Understanding RIF in motor control can elucidate memory consolidation and retrieval mechanisms.

Purpose of the Study:

  • To investigate the specificity of retrieval-induced forgetting (RIF) in the context of motor sequence learning.
  • To determine if retrieval practice is necessary for inducing forgetting of related motor sequences.
  • To compare the effects of retrieval practice versus extended study on motor memory.

Main Methods:

  • Participants learned sequential finger movements linked to visual stimuli.
  • Two experiments involved selective practice: retrieval practice (recalling sequences) or extra study (re-performing sequences).
  • A final recall test assessed memory for all learned motor sequences.

Main Results:

  • Both retrieval practice and extra study strengthened practiced motor sequences.
  • Only retrieval practice led to retrieval-induced forgetting (RIF) of non-practiced, related motor sequences.
  • Strengthening items through practice alone was insufficient to induce forgetting.

Conclusions:

  • Retrieval is a critical component for inducing forgetting of motor sequences.
  • Motor memory modification through practice is dependent on the retrieval process, not just exposure.
  • These findings contribute to understanding how active recall shapes motor skill memory and performance.