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dc.contributor.authorWelsh, Kacy Driscoll
dc.date.accessioned2014-03-03T20:07:10Z
dc.date.available2014-03-03T20:07:10Z
dc.date.issued2001-12
dc.identifier.otherwelsh_kacy_d_200112_ms
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/welsh_kacy_d_200112_ms
dc.identifier.urihttp://hdl.handle.net/10724/20475
dc.description.abstractThis experiment examined a direct comparison between the item and block cuing methods of directed forgetting research in a developmental framework. It has been hypothesized that these two methods tap into different cognitive processes, selective rehearsal and inhibition, respectively. First, third, fifth grade and college students were compared in a mixed method design. Each participant was presented with items in both the block and item cuing procedures and then recall and recognition for all items was assessed. Results showed that adults recalled significantly more to-be-remembered than to-be-forgotten words regardless of task. On the recognition test, all participants recognized more to-be-remembered (TBR) than to-be-forgotten (TBF) words on the item task and equal TBR and TBF words on the block task. Results are considered inconclusive as a fast speed of presentation may have influenced the data.
dc.publisheruga
dc.rightspublic
dc.subjectDirected Forgetting
dc.subjectRecall
dc.subjectAge comparisons
dc.subjectDevelopment
dc.subjectCognitive Inhibition
dc.subjectSelective Rehearsal
dc.titleDifferences between directed forgetting methods across development
dc.title.alternativea direct comparison of the item and block cuing methods
dc.typeThesis
dc.description.degreeMS
dc.description.departmentPsychology
dc.description.majorPsychology
dc.description.advisorKatherine Kipp
dc.description.committeeKatherine Kipp
dc.description.committeeJanet Frick
dc.description.committeeRichard Marsh


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