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 Experiment Videos

Memory. When less is more

D C Riccio1, V C Rabinowitz, S Axelrod

  • 1Department of Psychology, Kent State University, OH 44242-0001.

The American Psychologist
|November 1, 1994
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

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

Sort by
Same author

The right to effective behavioral treatment.

The Behavior analyst·2012
Same author

The contribution of applied behavior analysis to the education of people with autism.

Behavior modification·2001
Same author

MK-801 induced retrieval, but not acquisition, deficits for passive avoidance conditioning.

Pharmacology, biochemistry, and behavior·2001
Same author

Interpretations of retrograde amnesia: old problems redux.

Nature reviews. Neuroscience·2001
Same author

Sex, sex differences, and social behavior.

Annals of the New York Academy of Sciences·2000
Same author

A comparison of the effectiveness of brief versus traditional functional analyses.

Research in developmental disabilities·1999
Same journal

Cumulative adverse childhood experiences and parent-reported allergic conditions and asthma among U.S. children: A nationally representative study.

The American psychologist·2026
Same journal

Natural disaster, social cohesion, and prosociality: A natural experiment.

The American psychologist·2026
Same journal

Practice guidelines regarding psychologists' involvement in pharmacological issues.

The American psychologist·2026
Same journal

International Competences for Undergraduate Psychology (ICUP): A constructive shift for psychology?

The American psychologist·2026
Same journal

Two dimensions of access: Availability and affordability of mental health care across the United States.

The American psychologist·2026
Same journal

Revisiting secondary antisemitism: Antisemitism as a cause, not a consequence, of ingroup-serving Holocaust distortions.

The American psychologist·2026
See all related articles

Forgetting stimulus attributes, unlike response forgetting, can increase behavior. This distinct memory loss principle explains various cognitive phenomena and has significant implications for research.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Memory Research

Background:

  • Forgetting is typically studied as the loss of learned responses.
  • Stimulus attribute memory loss is a distinct phenomenon with different behavioral consequences.
  • Existing research often overlooks the impact of forgetting stimulus characteristics.

Purpose of the Study:

  • To present evidence for forgetting of stimulus attributes as a distinct memory principle.
  • To explore the methodological and conceptual implications of this memory loss type.
  • To demonstrate how forgetting stimulus attributes accounts for various behavioral phenomena.

Main Methods:

  • Review of animal and human research on memory.
  • Analysis of behavioral phenomena linked to stimulus attribute memory.

Related Experiment Videos

  • Conceptual framework development for stimulus attribute forgetting.

    • Main Results:

    • Evidence supports forgetting of stimulus attributes as a separate memory principle.
    • This type of forgetting can lead to increased, not just impaired, behavior.
    • It provides a unifying explanation for phenomena like eyewitness memory malleability and familiarity effects.

    Conclusions:

    • Forgetting stimulus attributes is a critical, yet often overlooked, aspect of memory.
    • Recognizing this principle is essential for understanding cognitive processes and behavior.
    • Further research is needed to fully explore its implications in various domains.