The effects of dual task on the retrieval inhibition in emotional memory

提取抑制是指学习材料暂时不可及而不影响其可用性。定向遗忘范式是研究提取抑制的一种方法。在这个范例中，参与者被要求学习两个项目列表，他们以后必须回忆起来。在研究了第一个项目列表后，一组参与者（即，F组）被要求忘记他们刚刚学习的项目，只记住第二个列表，以便进行下一次回忆测试。相反，另一组（即，R组）被指示记住第一和第二个项目列表，他们将不得不在以后回忆。在回忆测试中，所有的参与者都被要求回忆所有以前学习过的项目。通常情况下，对于第一个列表，F组的回忆率低于R组。这种定向遗忘效应被解释为提取抑制。在本文中，我报告了四个实验，以探讨是否提取抑制在定向遗忘范式出现使用情绪消极的材料。具体来说，在前两个实验中，使用消极的话，我得到了典型的定向遗忘效果，并发现该效果消失的同时记忆负荷在第二个列表的介绍。在第三和第四个负性图片实验中，我发现了类似的定向遗忘效应，但这种效应不受并发记忆负荷的干扰。本文对定向遗忘范式中的提取抑制作了简要的总结和展望。

Retrieval inhibition refers to temporary inaccessibility of learned materials with leaving their availability unaffected. One of the procedures for studying retrieval inhibition is directed forgetting paradigm. In this paradigm, participants are asked to learn two lists of items that they will later have to recall. After study the first list of items, one group of participants (i.e., F group) are instructed to forget the items they have just leaned and remember only the second list for upcoming recall test. In contrast, the other group (i.e., R group) are instructed to remember both first and second lists of items, which they will have to later recall. At recall test, all the participants are required to recall all previously learned items. Typically, as for the first list the F group shows lower recall performance than the R group. Such a directed forgetting effect is interpreted in terms of retrieval inhibition. In this paper, I report four experiments to investigate whether retrieval inhibition in the directed forgetting paradigm emerges using emotionally negative materials. Specifically, in the first two experiments using negative words, I obtained the typical directed forgetting effect and found that the effect was disappeared by a concurrent memory load during the presentation of second list. In the third and forth experiment with negative pictures, I found the similar directed forgetting effect, but the effect was not disrupted by concurrent memory load. I make a brief summary and some perspectives on the retrieval inhibition in the directed forgetting paradigm.