{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/97275"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/97275","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The influence of divided attention on directed forgetting","abstract":"In list-method directed forgetting (DF) paradigm, participants study two lists of items, with half of them being told to forget List 1 before studying List 2. The typical findings involve impaired List 1 memory in the forget group compared to the remember group (known as DF costs), and enhanced List 2 memory in the forget group compared to the remember group (known as the DF benefits). Previous research suggests that dividing attention during List 2 learning eliminates DF thereby serving as a boundary condition for obtaining DF (e.g., Conway et al., 2000). This study re-examined this claim, and included additional conditions not previously employed in prior research. In this study, attention was divided by holding a concurrent load of six-digits during encoding of List 1 or List 2, during both lists, or none of the lists. Contrary to the previous reports, DF was unaffected when attention was divided during List 2. This was observed across two experiments, where the lists were tested separately (Experiment 1) or simultaneously (Experiment 2). In contrast, the novel finding was that dividing attention during List 1 reduced DF costs compared to the undivided conditions (Experiment 1). DF benefits were overall unaffected by divided attention manipulation. The results were interpreted by proposing that divided attention impacted the strength of item-to-context associations formed encoding.","abstract_html":"In list-method directed forgetting (DF) paradigm, participants study two lists of items, with half of them being told to forget List 1 before studying List 2. The typical findings involve impaired List 1 memory in the forget group compared to the remember group (known as DF costs), and enhanced List 2 memory in the forget group compared to the remember group (known as the DF benefits). Previous research suggests that dividing attention during List 2 learning eliminates DF thereby serving as a boundary condition for obtaining DF (e.g., Conway et al., 2000). This study re-examined this claim, and included additional conditions not previously employed in prior research. In this study, attention was divided by holding a concurrent load of six-digits during encoding of List 1 or List 2, during both lists, or none of the lists. Contrary to the previous reports, DF was unaffected when attention was divided during List 2. This was observed across two experiments, where the lists were tested separately (Experiment 1) or simultaneously (Experiment 2). In contrast, the novel finding was that dividing attention during List 1 reduced DF costs compared to the undivided conditions (Experiment 1). DF benefits were overall unaffected by divided attention manipulation. The results were interpreted by proposing that divided attention impacted the strength of item-to-context associations formed encoding.","abstract_has_math":false,"creators":["Patel, Trisha N"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Sahakyan, Lili"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-08-10T19:14:33Z","date_published":"2017-08-10T19:14:33Z","updated_at":"2026-07-22T22:24:32Z","subjects":["Directed forgetting","Divided attention","Memory"],"languages":["en"],"rights":["Copyright 2017 Trisha Patel"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/97275","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sahakyan, Lili"]},{"key":"dc:creator","label":"Author","values":["Patel, Trisha N"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-08-10T19:14:33Z","2017-03-17","2017-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Directed forgetting","Divided attention","Memory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Trisha Patel"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/97275"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In list-method directed forgetting (DF) paradigm, participants study two lists of items, with half of them being told to forget List 1 before studying List 2. The typical findings involve impaired List 1 memory in the forget group compared to the remember group (known as DF costs), and enhanced List 2 memory in the forget group compared to the remember group (known as the DF benefits). Previous research suggests that dividing attention during List 2 learning eliminates DF thereby serving as a boundary condition for obtaining DF (e.g., Conway et al., 2000). This study re-examined this claim, and included additional conditions not previously employed in prior research. In this study, attention was divided by holding a concurrent load of six-digits during encoding of List 1 or List 2, during both lists, or none of the lists. Contrary to the previous reports, DF was unaffected when attention was divided during List 2. This was observed across two experiments, where the lists were tested separately (Experiment 1) or simultaneously (Experiment 2). In contrast, the novel finding was that dividing attention during List 1 reduced DF costs compared to the undivided conditions (Experiment 1). DF benefits were overall unaffected by divided attention manipulation. The results were interpreted by proposing that divided attention impacted the strength of item-to-context associations formed encoding.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-08-10 without embargo terms","The student, Trisha Patel, accepted the attached license on 2017-03-14 at 17:51.","The student, Trisha Patel, submitted this Thesis for approval on 2017-03-14 at 17:57.","This Thesis was approved for publication on 2017-03-17 at 14:21.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10592 on 2017-08-10 at 13:38:07","Made available in DSpace on 2017-08-10T19:14:33Z (GMT). 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Previous research suggests that dividing attention during List 2 learning eliminates DF thereby serving as a boundary condition for obtaining DF (e.g., Conway et al., 2000). This study re-examined this claim, and included additional conditions not previously employed in prior research. In this study, attention was divided by holding a concurrent load of six-digits during encoding of List 1 or List 2, during both lists, or none of the lists. Contrary to the previous reports, DF was unaffected when attention was divided during List 2. This was observed across two experiments, where the lists were tested separately (Experiment 1) or simultaneously (Experiment 2). In contrast, the novel finding was that dividing attention during List 1 reduced DF costs compared to the undivided conditions (Experiment 1). DF benefits were overall unaffected by divided attention manipulation. The results were interpreted by proposing that divided attention impacted the strength of item-to-context associations formed encoding.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-08-10 without embargo terms","The student, Trisha Patel, accepted the attached license on 2017-03-14 at 17:51.","The student, Trisha Patel, submitted this Thesis for approval on 2017-03-14 at 17:57.","This Thesis was approved for publication on 2017-03-17 at 14:21.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10592 on 2017-08-10 at 13:38:07","Made available in DSpace on 2017-08-10T19:14:33Z (GMT). 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