Three experiments are reported which investigate the application of the dir
ected forgetting task to emotionally valent material and to different mood
states. In this task, some subjects are told when halfway through an intent
ional or incidental learning task that the trials presented so far are to b
e forgotten because they were merely practice. However, at the end of the s
ubsequent list, the subjects are then asked to recall all of the previous i
tems including those that they were instructed to forget. The results typic
ally show that significantly fewer directed forgetting items are recalled w
hether the task is an intentional or incidental learning one. In the first
experiment, normal and 'depressed' students rated positive and negative mat
erial for pleasantness: although directed forgetting effects were obtained,
there were no differential effects of mood state nor of valence of the mat
erial. In order to investigate this effect further, a variant of this task
was used in Experiment 2 in which the positive and negative material had to
be processed in relation to the self. The results showed that differential
forgetting now occurred: healthy students recalled more positive than nega
tive information, but this positive bias was not obtained for 'depressed' s
tudents who showed an even-handed level of recall. In Experiment 3, groups
of clinically depressed, clinically anxious, and normal controls were prese
nted with the directed forgetting task. The key finding showed that the dep
ressed subjects showed a retrieval facilitation for to-be-forgotten negativ
e adjectives, an effect that was not present for the other two groups. It i
s concluded therefore, that the directed forgetting task could be usefully
extended to investigate cognition-emotion interactions in clinical populati
ons. (C) 2000 Elsevier Science B.V. All rights reserved.