The influence of free choice on recognition memory in the face of distraction

Recognition memory is typically better for items learned after a free choice (independent of study material) than after a forced choice. However, previous studies presented to-be-remembered items in isolation, whereas everyday learning often occurs alongside distractors. Therefore, this study investigated the effect of free versus forced choice on recognition memory in a learning situation with both relevant (to-be-remembered) and irrelevant (to-be-ignored) items. Experiment 1 (N = 62) used word-picture combinations, and Experiment 2 (N = 59) used audio-visual word combinations. In both experiments, participants either chose themselves (free choice) or were instructed (forced choice) which item category to remember before presentation of the compound stimulus. Experiment 1 found better recognition for relevant than irrelevant items, with free choice additionally improving memory specifically for relevant items. Experiment 2 showed descriptively the same pattern, although the interaction was not significant. Exploratory pooled analyses across experiments confirmed that free choice selectively improved recognition memory for relevant, but not irrelevant items. Taken together, participants were able to learn selectively in the face of irrelevant distractors, and more importantly, having some control over the learning situation seemed to further improve memory specifically for relevant items. This suggests that self-directed learning is beneficial even in situations with irrelevant distraction.