Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Publisher: SAGE Publications
Languages: English
Types: Article
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 to 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.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Anderson, M.C. (2005). The role of inhibitory control in forgetting unwanted memories: A consideration of three methods. In C. MacLeod & B. Uttl (eds.), Dynamic Cognitive Processes (pp. 159-190). Tokyo: Springer-Verlag.
    • Anderson, M. C. (2003). Rethinking interference theory: Executive control and the mechanisms of forgetting. Journal of Memory and Language, 49(4), 415-445. doi: 10.1016/j.jml.2003.08.006
    • Anderson, M. C., & Bell, T. (2001). Forgetting our facts: The role of inhibitory processes in the loss of propositional knowledge. Journal of Experimental Psychology: General, 130(3), 544- 570. doi: 10.1037/0096-3445.130.3.544
    • Anderson, M. C., Bjork, R. A., & Bjork, E. L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(5), 1063-1087. doi: 10.1037/0278-7393.20.5.1063
    • Anderson, M.C., & McCulloch, K.C. (1999). Integration as a general boundary condition on retrieval-induced forgetting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(3), 608-629. doi: 10.1037/0278-7393.25.3.608
    • Anderson, M. C., & Levy, B. J. (2011).On the relationship between interference and inhibition in cognition Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork. (pp. 107-132): Psychology Press, New York, NY
    • Barnier, A. J., Hung, L., & Conway, M. A. (2004). Retrieval-induced forgetting of emotional and unemotional autobiographical memories. Cognition and Emotion, 18(4), 457-477. doi: 10.1080/0269993034000392
    • Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5(4), 269-287. doi:10.1207/s1532690xci0504_2
    • Raaijmakers, J. G. W., & Jakab, E. (2013). Rethinking inhibition theory: On the problematic status of the inhibition theory for forgetting. Journal of Memory and Language, 68(2), 98- 122. doi: 10.1016/j.jml.2012.10.002
    • Roediger, H.L., III., & Karpicke, J.D. (2006a). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. doi: 10.1111/j.1467- 9280.2006.01693.x
    • Roediger, H. L., III., & Karpicke, J. D. (2006b). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181- 210. doi: 10.1111/j.1745-6916.2006.00012.x
    • Sassenberg, K., Landkammer, F., & Jacoby, J. (2014). The influence of regulatory focus and group vs. individual goals on the evaluation bias in the context of group decision making. Journal of Experimental Social Psychology, 54, 153-164. doi: 10.1016/j.jesp.2014.05.009.
    • Scholer, A.A., & Higgins, E.T. (2008). Distinguishing levels of approach and avoidance: An analysis using regulatory focus theory. In A.J. Elliot (Ed.), Handbook of Approach and Avoidance Motivation. (pp. 489-504). New York: Psychology Press.
    • Senko, C. M., & Harackiewicz, J. M. (2005). Achievement goals, performance and task interest: Why perceived difficulty matters. Personality and Social Psychology Bulletin, 31(12), 1739- 1753. doi: 10.1177/0146167205281128
    • Storm, B. C., & Levy, B. J. (2012). A progress report on the inhibitory account of retrieval-induced forgetting. Memory & Cognition, 40(6), 827-843. doi: 10.3758/s13421-012-0211-7
    • Experiment3 Mastery-approach goals .62 (0.24) Performance-approach goals .62 (0.23)
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

Share - Bookmark

Cite this article