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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.
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Adaptive learning and forgetting in an unconventional experimental routine.

Daniel Bell-Garrison1, Nathaniel C Rice1,2, Elizabeth G E Kyonka3

  • 1Department of Psychology, West Virginia University, Morgantown, WV, 26505, USA.

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Pigeons can learn and forget in distinct ways, adapting behavior to changing environments. Training structure, like short daily sessions, significantly impacts how well animals remember and forget.

Keywords:
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Area of Science:

  • Behavioral psychology
  • Animal cognition
  • Learning and memory

Background:

  • Forgetting is often perceived as simple memory failure.
  • Remembering and forgetting are crucial for adaptive behavior in dynamic environments.
  • Concurrent assessment of learning and forgetting provides deeper insights into memory processes.

Purpose of the Study:

  • To concurrently assess learning and forgetting in pigeons under changing reinforcement schedules.
  • To investigate whether learning and forgetting can be independently studied.
  • To examine the impact of training temporal structure on memory retention and forgetting.

Main Methods:

  • Two pigeon experiments utilized an unconventional routine with back-to-back sessions and a 23-hour mid-session break.
  • Experiment 1 used concurrent variable-interval schedules to assess response allocation.
  • Experiment 2 employed peak interval schedules to evaluate temporal discrimination, with signaled and unsignaled session changes.

Main Results:

  • Response allocation in Experiment 1 was sensitive to richer schedules and retained across the break.
  • Temporal discrimination in Experiment 2 was acquired but not retained across the break.
  • Signaling session changes reduced the influence of past contingencies, allowing separate investigation of learning and forgetting.

Conclusions:

  • Learning and forgetting are separable processes that contribute to behavioral adaptation.
  • The temporal structure of training sessions significantly influences the measurement of learning and forgetting.
  • Pigeons demonstrate distinct capacities for remembering and forgetting, modulated by training conditions.