Training the forgetting of negative words: The role of direct suppression and the relation to stress reactivity

Joelle LeMoult, Paula T. Hertel, Jutta Joormann

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Recent research has demonstrated that people can be trained to forget negative material. This experiment assessed the possible benefit of direct suppression in addition to the benefit of thought substitutes (indirect suppression) on subsequent attempts to recall words. We also investigated the association between recall following suppression training and subsequent responses to an acute laboratory stressor. After learning cue-target word pairs, participants completed a training phase in which they practiced suppressing targets and recalling substitutes or simply recalling substitutes with no instruction to suppress. Our results show similar effects of suppression condition on forgetting. Importantly, however, the absence of direct suppression predicted mood change in response to a subsequently presented laboratory stressor. These results suggest that direct suppression is not necessary for forgetting to occur, but it seems to protect against negative emotional consequences of interference-induced forgetting.

Original languageEnglish
Pages (from-to)365-375
Number of pages11
JournalApplied Cognitive Psychology
Volume24
Issue number3
DOIs
StatePublished - Apr 1 2010

Fingerprint

Cues
Learning
Research
Suppression
Forgetting
Reactivity
Interference
Experiment
Mood
Thought
Emotion

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology

Cite this

Training the forgetting of negative words : The role of direct suppression and the relation to stress reactivity. / LeMoult, Joelle; Hertel, Paula T.; Joormann, Jutta.

In: Applied Cognitive Psychology, Vol. 24, No. 3, 01.04.2010, p. 365-375.

Research output: Contribution to journalArticle

LeMoult, Joelle ; Hertel, Paula T. ; Joormann, Jutta. / Training the forgetting of negative words : The role of direct suppression and the relation to stress reactivity. In: Applied Cognitive Psychology. 2010 ; Vol. 24, No. 3. pp. 365-375.
@article{42bf02da4cc44c409e05aef2fdd72014,
title = "Training the forgetting of negative words: The role of direct suppression and the relation to stress reactivity",
abstract = "Recent research has demonstrated that people can be trained to forget negative material. This experiment assessed the possible benefit of direct suppression in addition to the benefit of thought substitutes (indirect suppression) on subsequent attempts to recall words. We also investigated the association between recall following suppression training and subsequent responses to an acute laboratory stressor. After learning cue-target word pairs, participants completed a training phase in which they practiced suppressing targets and recalling substitutes or simply recalling substitutes with no instruction to suppress. Our results show similar effects of suppression condition on forgetting. Importantly, however, the absence of direct suppression predicted mood change in response to a subsequently presented laboratory stressor. These results suggest that direct suppression is not necessary for forgetting to occur, but it seems to protect against negative emotional consequences of interference-induced forgetting.",
author = "Joelle LeMoult and Hertel, {Paula T.} and Jutta Joormann",
year = "2010",
month = "4",
day = "1",
doi = "10.1002/acp.1682",
language = "English",
volume = "24",
pages = "365--375",
journal = "Applied Cognitive Psychology",
issn = "0888-4080",
publisher = "John Wiley and Sons Ltd",
number = "3",

}

TY - JOUR

T1 - Training the forgetting of negative words

T2 - The role of direct suppression and the relation to stress reactivity

AU - LeMoult, Joelle

AU - Hertel, Paula T.

AU - Joormann, Jutta

PY - 2010/4/1

Y1 - 2010/4/1

N2 - Recent research has demonstrated that people can be trained to forget negative material. This experiment assessed the possible benefit of direct suppression in addition to the benefit of thought substitutes (indirect suppression) on subsequent attempts to recall words. We also investigated the association between recall following suppression training and subsequent responses to an acute laboratory stressor. After learning cue-target word pairs, participants completed a training phase in which they practiced suppressing targets and recalling substitutes or simply recalling substitutes with no instruction to suppress. Our results show similar effects of suppression condition on forgetting. Importantly, however, the absence of direct suppression predicted mood change in response to a subsequently presented laboratory stressor. These results suggest that direct suppression is not necessary for forgetting to occur, but it seems to protect against negative emotional consequences of interference-induced forgetting.

AB - Recent research has demonstrated that people can be trained to forget negative material. This experiment assessed the possible benefit of direct suppression in addition to the benefit of thought substitutes (indirect suppression) on subsequent attempts to recall words. We also investigated the association between recall following suppression training and subsequent responses to an acute laboratory stressor. After learning cue-target word pairs, participants completed a training phase in which they practiced suppressing targets and recalling substitutes or simply recalling substitutes with no instruction to suppress. Our results show similar effects of suppression condition on forgetting. Importantly, however, the absence of direct suppression predicted mood change in response to a subsequently presented laboratory stressor. These results suggest that direct suppression is not necessary for forgetting to occur, but it seems to protect against negative emotional consequences of interference-induced forgetting.

UR - http://www.scopus.com/inward/record.url?scp=77956424665&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77956424665&partnerID=8YFLogxK

U2 - 10.1002/acp.1682

DO - 10.1002/acp.1682

M3 - Article

AN - SCOPUS:77956424665

VL - 24

SP - 365

EP - 375

JO - Applied Cognitive Psychology

JF - Applied Cognitive Psychology

SN - 0888-4080

IS - 3

ER -