Effects Of The Difference Of Learners’ Cognitive Tasks On The Supervisors’ Directed Forgetting In The Cooperative Learning Situation

Memory is an important part in the psychology research. Research about memory has been covered from individual differences and group memory. Study about the group memory is mainly focused on the ability that after the group learning how much the information the participants can recall. The research about individual memory includes not only how to improve the ability of remembering effective information, but also discuss and analyses the potential about forgetting unnecessary materials intentionally. Directed forgetting effect as an important aspect of the cognition about intentional forgetting, has been studied for several decades. However, studies about directed forgetting are still limited in the individual research. Therefor, in this study, the paradigm of directed forgetting is used in the cooperative learning situation. Trying to find out if the supervisors who don’t get the cues directly can have the directed forgetting or not. And what is the effects of the different cognitive tasks about learners on the supervisors’ directed forgetting.Three experiments constitute the study. The list-method directed forgetting paradigm is used in all experiments.In Experiment 1 a mixed design of two factors is used, 2(cooperative task: fluency monitored task/ accurate monitored task)×2(cue: remember/ forget). This experiment wants to find out when learners process the word lists in different degrees(fluency and accurate), whether the supervisors will have the directed forgetting or not.The single factor design of 4 levels is used in Experiment 2. In the experiment the learners are asked to use deep cognitive process with the word lists: whether the word is abstract or specific. In this experiment, the effect of learners’ different cognitive tasks on the supervisors’ directed forgetting will be further studied.The Experiment 3 uses the same design as the Experiment 1 does. Only difference during the recognition task phase, the learner’s voice contained. The purpose of the voice is to make the recognition context as the same as the learning context. Trying to find out the influence of context-change on the supervisors’ directed forgetting.The main conclusions are as the following:During the cooperative learning situation, the supervisor will unintentionally use the same encoding strategy as the learner does.The deeper the cooperation is, the more similar memory is. When asking the supervisors monitor the learner’s deeper cognition tasks, the cues giving to the learners will affect the supervisors, then the supervisors will have the directed forgetting.Making the same context in the recognition phase will improve memory.