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

Retrieval01:12

Retrieval

495
Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
495
Forgetting01:21

Forgetting

472
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...
472
Interference and Decay01:16

Interference and Decay

549
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...
549
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

2.2K
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...
2.2K
Implicit Memories01:24

Implicit Memories

530
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...
530
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

1.3K
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...
1.3K

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: Mar 7, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

9.2K

Retrieval-induced forgetting is retrieval-modality specific: Evidence from motor memory.

Tobias Tempel1, Christian Frings1

  • 1Fachbereich I - Psychologie, University of Trier, 54286 Trier, Germany.

Cognition
|March 1, 2017
PubMed
Summary

Retrieval-induced forgetting, a memory phenomenon, occurs when the test format matches the practice format. This suggests that memory inhibition is specific to the retrieval modality used during practice.

Keywords:
Body movementInhibitionMotor memoryRetrieval-induced forgetting

More Related Videos

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

22.3K
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

35.6K

Related Experiment Videos

Last Updated: Mar 7, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

9.2K
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

22.3K
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

35.6K

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Memory Research

Background:

  • Retrieval-induced forgetting (RIF) is a well-documented memory phenomenon.
  • Previous research has primarily focused on RIF within a single modality.
  • The role of modality matching between retrieval practice and testing remains underexplored.

Purpose of the Study:

  • To investigate the influence of matching retrieval modality during practice and testing on RIF.
  • To determine if RIF is dependent on the effector (e.g., left vs. right hand) used for retrieval.
  • To explore the underlying mechanisms of RIF, specifically modality-specific inhibition.

Main Methods:

  • Participants learned sequential finger movements.
  • Selective retrieval practice was conducted using different modalities (motor vs. visual).
  • Final recall tests assessed memory performance across varied modality conditions.

Main Results:

  • Retrieval-induced forgetting was observed only when the retrieval modality at practice matched the modality at test.
  • Changing the effector (e.g., using the opposite hand) during retrieval practice reduced or eliminated RIF.
  • These findings indicate that RIF is sensitive to the specific modality of retrieval.

Conclusions:

  • Retrieval-induced forgetting is modality-specific.
  • Inhibition during RIF is likely tied to the effector system engaged during retrieval practice.
  • Future research should consider modality matching in memory and learning paradigms.