Directed Forgetting: Comparing Pictures and Words

The authors investigated directed forgetting as a function of the stimulus type (picture, word) presented at study and test. In an item-method directed forgetting task, study items were presented I at a time, each followed with equal probability by an instruction to remember or forget. Participants exhibited greater yes no recognition of remember than forget items for each of the 4 study test conditions (picture picture, picture word. word word, word picture). However, this difference was significantly smaller when pictures were studied than when words were studied. This finding demonstrates that the magnitude of the directed forgetting effect can be reduced by high item memorability, such as when the picture superiority effect is operating. This suggests caution in using pictures at study when the goal of an experiment is to examine potential group differences in the magnitude of the directed forgetting effect.