9 research outputs found
The Attentional Mechanisms of Active Forgetting
No full textRecent work has shown that intentional forgetting of distracting, erroneous, or irrelevant information aids memory, and relies on active, effortful processes. Two experiments investigated the underlying attentional mechanisms that are active during directed forgetting (DF). Across both experiments, participants completed a modified item-method DF task, in which they received memory instructions to remember or forget individual images for a subsequent memory test. Participants studied items associated with remember or forget instructions before they were shown a subliminal presentation of target items. Finally, participants responded to probes by identifying briefly shown letters to assess how attention and item identity information are inhibited following forget instructions. In Experiment 1, after studying items, participants completed either an explicit memory test (recognition) or an implicit memory task (perceptual identification). Experiment 2 extended the findings of Experiment 1 by examining how spatial information is inhibited following instructions to forget, given spatial components in many recent investigations of DF (e.g., Fawcett & Taylor, 2008, 2010; Taylor, 2005). Although it was predicted that active forgetting would be associated with attentional inhibition linked to both item identity and spatial location, results revealed no inhibitory effects during speeded probe responses across both experiments. However, clear forgetting effects were observed, with participants exhibiting better memory for items they were cued to remember, relative to items they were cued to forget. The results of both experiments support the hypothesis that some information is lost or degraded by instructions to intentionally forget, but raise further questions about the nature of attentional withdrawal proposed to occur during a DF task
Forget Me Not: Are Stronger Memories More Susceptible to Retrieval-Induced Forgetting?
No full textSuccessfully retrieving information sometimes causes forgetting of related, but unpracticed, information, termed retrieval-induced forgetting (RIF). One explanatory mechanism of RIF suggests related, but currently irrelevant, information is inhibited during retrieval, resulting in poorer memory for competing representations. Critically, this perspective suggests stronger memories are more susceptible to RIF because stronger representations produce additional competition when unpracticed. To resolve this competition, strong competing items are inhibited, resulting in the counterintuitive prediction that stronger memories are more likely to be forgotten. The aim of the current experiments was to replicate and extend recent work suggesting non-typical objects and own-race faces, both of which are associated with stronger memory traces, are more likely to be forgotten. In Experiment 1, participants studied and practiced typical and non-typical objects before memory was assessed through recognition or measures of perceptual similarity. Results showed object memorability influenced the magnitude of RIF: Non-typical (i.e., highly memorable) objects were more likely to be forgotten than typical (i.e., non-memorable) objects. However, RIF did not correspond with changes in perceived similarity. In Experiment 2, participants studied and practiced own- and other-race faces before memory was assessed, again through either recognition or similarity measures. Experiment 2 revealed no RIF for own- or other-race faces, and no corresponding changes in perceived similarity. These findings suggest that if memory traces are too weak to produce competition, no RIF is observed. Considered together, these results support inhibitory accounts of RIF, and suggest stronger memories produce additional competition that makes them more susceptible to forgetting
The persistent low-prevalence effect in unfamiliar face-matching: The roles of feedback and criterion shifting.
No full textExpectancy effects in the Autonomous Sensory Meridian Response
No full textThe Autonomous Sensory Meridian Response (ASMR) is a tingling, almost euphoric, sensation often elicited following certain visual or auditory stimulations (Barratt & Davis, 2015). Despite considerable media attention, little empirical work has investigated the underlying mechanisms. In the present study, ASMR enthusiasts and naïve observers listened to audio clips with and without ASMR-eliciting characteristics. We also manipulated participants’ expectations of ASMR, providing a measure of “placebo effects.” Although naïve participants were susceptible to suggestive instructions, experienced users were not, suggesting that initial exposure to ASMR media may evoke somatosensory responses consistent with one’s expectations. Implications for at-home stress management techniques are discussed
Research Priorities for Autonomous Sensory Meridian Response:An Interdisciplinary Delphi Study
No full textAutonomous Sensory Meridian Response (ASMR) is a multisensory experience most often associated with feelings of relaxation and altered consciousness, elicited by stimuli which include whispering, repetitive movements, and close personal attention. Since 2015, ASMR research has grown rapidly, spanning disciplines from neuroscience to media studies but lacking a collaborative or interdisciplinary approach. To build a cohesive and connected structure for ASMR research moving forwards, a modified Delphi study was conducted with ASMR experts, practitioners, community members, and researchers from various disciplines. Ninety-eight participants provided 451 suggestions for ASMR research priorities which were condensed into 13 key areas: (1) Definition, conceptual clarification, and measurement of ASMR; (2) Origins and development of ASMR; (3) Neurophysiology of ASMR; (4) Understanding ASMR triggers; (5) Factors affecting the likelihood of experiencing/eliciting ASMR; (6) ASMR and individual/cultural differences; (7) ASMR and the senses; (8) ASMR and social intimacy; (9) Positive and negative consequences of ASMR in the general population; (10) Therapeutic applications of ASMR in clinical contexts; (11) Effects of long-term ASMR use; (12) ASMR platforms and technology; (13) ASMR community, culture, and practice. These were voted on by 70% of the initial participant pool using best/worst scaling methods. The resulting agenda provides a clear map for ASMR research to enable new and existing researchers to orient themselves towards important questions for the field and to inspire interdisciplinary collaborations
Effect of Transmedia Storytelling on the Formation of Researcher Identity Among Undergraduate Research Assistants
No full textJoin NICER’s New Collaborative Research Pilot!
Psi Chi’s Network for International Collaborative Exchange-Regional (NICER) is piloting an exciting, guided collaborative research project for students and faculty in the Eastern Region. The current project, “Effect of Transmedia Storytelling on the Formation of Researcher Identity Among Undergraduate Research Assistants” will investigate how digital storytelling and transmedia engagement can strengthen researcher identity and STEM belonging among emerging undergraduate researchers.
Why Get Involved?
Expert Support: NICER will provide IRB feedback, educational resources, and online manuals about student and instructor roles and research policies.
Shape the Future: Contributors will have the opportunity to take several surveys along the way to help shape future Psi Chi collaborative research initiatives.
Publish and Present: After data collection wraps up at all collaborators’ institutions on April 15, 2026, optional opportunities for data analysis, presentations, and publication will follow.
Interested in getting involved? Email [email protected] become a contributor today
The Relationship between Cultural Dimensions and Perceptions of Victimization by Teachers
No full textA repository of information for the NICE CROWD project, during the 2023 - 2024 term, led by PIs Kimberly E. Kamper-DeMarco, Jill M. Norvilitis, Jennifer Mitsuyama-Brandenberger, and NICE Chair Brianna Fitapelli
The Relationship between Cultural Dimensions and Perceptions of Victimization by Teachers
No full textA repository of information for the NICE CROWD project, during the 2023 - 2024 term, led by PIs Kimberly E. Kamper-DeMarco, Jill M. Norvilitis, Jennifer Mitsuyama-Brandenberger, and NICE Chair Brianna Fitapelli
