Directed forgetting with global forget instructions in an implicit and explicit memory test

This study examined differences in directed forgetting effects between an i mplicit and an explicit memory test. 64 students (49 men, 15 women) were as signed to 4 (2 x 2) groups. In the middle of the study list, the group was given instruction to forget the presented item, whereas the control instruc tion group was not. Half of the subjects were given a Fragment Cued-recall test as an explicit memory rest, and the other half were given a Fragment C ompletion test as an implicit memory test. Subjects learned an incidental l earning task. Significant differences were found across conditions fur inst ruction. The directed forgetting effect was observed on the explicit memory test (p < .05) but not on the implicit memory test. These results are disc ussed in terms of inhibition of retrieval theory.