High School Students' Competence Of Cognitive Inhibition In The Directed Forgetting Effect And The Study On Memory Strategy For English Words

Since 1990s, study of inhibition has gradually been paid more attention in the cognitive psychology research. As the research about cognitive inhibition develops in the domains of general psychology, developmental psychology etc., the exploration of cognitive inhibition's applied value has become our realistic subject. However, most of the existed researches have never focused on it yet, so according to the theory of Limited-Resource Model and based on the understanding of the development of high-school children's cognitive inhibition competence, the present research probed into the memory strategies of English words for the high-school children by the paradigm of directed forgetting effect.By using the methods of experiment, literature and interview, and the self-made Memorial Reaction Time Program, in the first experiment, the directed forgetting effect of high-school children's English words memory was investigated combining two criterions: reaction time and accuracy. Accordingly in the second experiment, the "retrieval inhibition strategy" was implemented, and the conclusions are as following:1. The existence of the directed forgetting effect of high-school children's English words memory is conditional: compared to the style of blocked cuing, this kind of effect only exists in the style of item-by-item cuing with the main cause of cognitive inhibition which blocks the access of the to-be-forgetten information coded before to the working memory and makes this kind of information harder to retrieve than the to-be-remembered things.