| Abstrakt: |
The present study asked whether the specific method of reactivation modulates the impact of new learning on reactivated episodic memories. The study consisted of three sessions that were spaced 48 hr apart. It used an ABAC paradigm that allowed for the simultaneous assessment of retroactive interference (RI: reduced A–B recall after A–C learning) and intrusions from C into A–B recall. In Session 1, participants learned a list of paired‐associates A–B. In Session 2, memory for A–B was reactivated or not and then participants either learned a second list of paired‐associates A–C or completed a control task. Three different reminder conditions were compared to a no‐reminder condition: a test condition, in which participants were asked to recall B in response to A, a restudy condition, in which A–B pairs were presented again for study, and a cue‐word only reminder condition, in which A cues were presented in an unrelated rating task. In Session 3, recall of A–B was tested. Moderate or indirect reactivation of A–B (presentation of cue‐words only) resulted in high RI effects and intrusion rates, whereas strong and direct reactivation (test and restudy) drastically reduced these effects. We suggest that direct reactivation of A–B before A–C learning strengthens memory and draws attention to list differences, thereby enhancing list segregation, and reducing memory updating. [ABSTRACT FROM AUTHOR] |
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