The Research On Relation Of Working Memory Capacity And Cognitive Inhibition Ability Of Intentional Forgetting

The study of intentional forgetting is another experimental pattern of memory study. It emphasizes it is intentional and directed and is different to spontaneous forgetting. Presently although there are different explanations and disagreement conclusion of the forgetting process, inhibition ability is regarded as an important mechanism of the intentional forgetting process. Meanwhile the differences in developing ability presented by different ages during the process of intentional forgetting become a hot issue of study and argument. Many studies use working memory to explain the developmental and individual discrepancy.Based on above problems, this paper will adopt multi-factorial experimental designs and the list method of intentional forgetting to explore the process mechanism and developing characters of different age groups, to explore characters of working memory capacity and the relationship between working memory capacity and cognitive inhibition ability in intentional forgetting. And this test takes the students of second-year, fourth-year, sixth-year in elementary school, second-year in high school and undergraduates as objects. And then it also studies working memory, inhibition ability and relation of both. The conclusions are the follows:1. In every grade, there is significant difference between high working memory capacity and low working memory capacity.2. In intentional forgetting experiment, none of the grades presents encoding inhibition ability, but it presents retrieval inhibition ability. The students in fourth-year in elementary school with low working memory capacity have none of them.3. During intentional forgetting process, retrieval inhibition ability is produces on the condition that the cognitive ability develops to a certain level.4. There is a relationship between working memory capacity and cognitive inhibition ability of intentional forgetting. As the working memory capacity is higher, cognitiveinhibition ability of intentional forgetting is lower.5. There is significant difference in working memory capacity between students with good mathematics achievement and students with poor mathematics achievement of fifth-year elementary school. The students with good mathematics achievement present much better.6. During intentional forgetting process, study result only presents much better retrieval inhibition ability between students with good mathematics achievement and students with poor mathematics achievement.7. There is a relationship between mathematics achievement and cognitive inhibition ability of intentional forgetting. As the mathematics achievement is better, the cognitive inhibition of intentional forgetting is better.