An associative learning account for retrieval-induced forgetting

AbstractRetrieval-induced forgetting (RIF) is a paradigm where repeated study and cue-based retrieval of words impair retrieval of related, but unstudied, words. We present a process model, situated in the ACT-R/E cognitive architecture, that accounts for the RIF task using the architecture's overarching theory of associative learning. In this theory, studying words strengthens their association with their related cues; this, in turn, weakens the association between those cues and any other words they are related to. We show this account fits a recent dataset that explores cueing in the RIF task (Perfect et al., 2004).

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