This study explores the process of intentional active forgetting of unwanted negative memories using EEG and the Think/No-Think (TNT) paradigm (Nardo and Anderson, 2024). In this paradigm, individuals are repeatedly cued to either retrieve or suppress previously learned associations. The retrieval suppression (RS) outcome is suppression-induced forgetting (SIF): Memories that are actively suppressed tend to become less accessible later. The neural markers of RS further reveal the involvement of inhibitory processes shaping memory. RS serves an emotion regulation function by reducing emotional distress (Nørby, 2018). In turn, we aim to investigate whether emotional dysregulation is associated with diminished control over negative memories, as well as underexplored aspects of the paradigm. Also, as RS was found to be reduced in trait anxiety (Marzi et al., 2014), we test whether this pattern is the same for both the cognitive and somatic subtypes, or whether there is a dissociation between them.

You are welcome to select one of the suggested topics or develop your original idea after familiarizing yourself with the introductory literature.

The Introductory Literature

Nardo, D., & Anderson, M. C. (2024). Everything you ever wanted to know about the Think/No-Think task, but forgot to ask. Behavior Research Methods, 56(4), 3831–3860. https://doi.org/10.3758/s13428-024-02349-9

Nørby, S. (2018). ­Forgetting and emotion regulation in mental health, anxiety and depression.Memory, 26(3), 342–363. https://doi.org/10.1080/09658211.2017.1346130

Marzi, T., Regina, A., & Righi, S. (2014). Emotions shape memory suppression in trait anxiety. Frontiers in Psychology, 4, 1001. doi.org/10.3389/fpsyg.2013.0100

The Suggested Thesis Topics for Bachelor's Students

1. Metacognition: Do You Control Your Memory or Just Think You Do?
2. Too Tired to Forget: How Sleep Affects Control Over Memories

The Suggested Thesis Topics for Master’s Students

1. Avoidance of emotions triggered by memories and intentional forgetting
2. Avoidance of reminders and intentional forgetting
3. Is Forgetting a Skill? Variability in the suppression of visual memories
4. Does replacing memories with other memories, alongside suppression, aid forgetting?

For more information on suggested topics (e.g., background, goals, references), as well as introductory literature and key points of focus, please contact Anastasiia Lavrenova at lavrenov(at)rptu.de. We would be glad to hear from you!