Mastery-Approach Goals Eliminate Retrieval-Induced Forgetting: The Role of Achievement Goals in Memory Inhibition  

Oleh:

Ikeda, Kenji ; Castel, Alan D. ; Murayama, Kou

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Personality and Social Psychology Bulletin (http://journals.sagepub.com/home/pspc) vol. 41 no. 5 (May 2015), page 687-695.
Topik: motivation; achievement goals; retrieval-induced forgetting; integration effect
Fulltext: PSPB_41_05_687.pdf (540.47KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: PP45 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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The present study examined how achievement goals affect retrieval-induced forgetting. Researchers have suggested that mastery-approach goals (i.e., developing one’s own competence) promote a relational encoding, whereas performance-approach goals (i.e., demonstrating one’s ability in comparison with others) promote item-specific encoding. These different encoding processes may affect the degree to which participants integrate the exemplars within a category and, as a result, we expected that retrieval-induced forgetting may be reduced or eliminated under mastery-approach goals. Three experiments were conducted using a retrieval-practice paradigm with different stimuli, where participants’ achievement goals were manipulated through brief written instructions. A meta-analysis that synthesized the results of the three experiments showed that retrieval-induced forgetting was not statistically significant in the mastery-approach goal condition, whereas it was statistically significant in the performance-approach goal condition. These results suggest that mastery-approach goals eliminate retrieval-induced forgetting, but performance-approach goals do not, demonstrating that motivation factors can influence inhibition and forgetting.

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