2026-09-20T07:55:25Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/113073 2023-07-11 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

Sahakyan, Lili Lo, Yi-Pei 2022-01-12T21:46:55Z 2022-01-12T21:46:55Z 2021-07-20 2021-08 The current studies aim to evaluate how value cues and directed forgetting instructions affect memory. Object-scene pairings were assigned positive, zero, and negative values, and memory was assessed with associative recognition. In Experiment 1, the encoding strategy was controlled, whereas in Experiment 2, it was left open to participants. There was no effect of value manipulation on associative recognition in Experiment 1 and 2. Experiment 3 fully replicated Experiment 2 with data collected online. The results suggest differences between the underlying mechanisms of Value Directed Remembering paradigm and the Directed Forgetting paradigm, more specifically indicating that the negative value cues and the forget cues are not treated the same way. Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms The student, Yi-Pei Lo, accepted the attached license on 2021-07-19 at 14:34. The student, Yi-Pei Lo, submitted this Thesis for approval on 2021-07-19 at 14:41. This Thesis was approved for publication on 2021-07-20 at 08:21. DSpace SAF Submission Ingestion Package generated from Vireo submission #17010 on 2022-01-12 at 12:46:18 Made available in DSpace on 2022-01-12T21:46:55Z (GMT). No. of bitstreams: 2 LO-THESIS-2021.pdf: 955684 bytes, checksum: 9c81f4b8455d16041caaaca4f28151cc (MD5) LICENSE.txt: 4206 bytes, checksum: 50445b693809e4c11c854246ee1a0a2b (MD5) Previous issue date: 2021-07-20 application/pdf http://hdl.handle.net/2142/113073 en Copyright 2021 Yi-Pei Lo Associative memory Episodic memory Directed forgetting Contrasting directed forgetting and value directed memory text Thesis Psychology Psychology University of Illinois at Urbana-Champaign Thesis M.S.