2.4: Cue-dependent forgetting (CDF) Flashcards
Cue-dependent forgetting (CDF)
Cue-dependent forgetting (CDF) is a type of forgetting based upon a failure to retrieve the prompts that trigger recall
The reason we forget is due to what?
The reason we forget is due to insufficient cues
The reason we forget is due to insufficient cues.
When we what a new memory, we also do what?
When we encode a new memory, we also store information that occurred around it
The reason we forget is due to insufficient cues.
When we encode a new memory, we also store information that occurred around it (what)?
When we encode a new memory, we also store information that occurred around it (cues)
The reason we forget is due to insufficient cues.
When we encode a new memory, we also store information that occurred around it (cues), such as what?
When we encode a new memory, we also store information that occurred around it (cues), such as the:
1. Way we felt
Or,
2. Place we were in
The reason we forget is due to insufficient cues.
When we encode a new memory, we also store information that occurred around it (cues), such as the way we felt or the place we were in.
If we cannot remember or recall it, it could be because we are not where?
If we cannot: 1. Remember Or, 2. Recall it, it could be because we are not in a similar situation to when the memory was originally stored
The reason we forget is due to insufficient cues.
When we encode a new memory, we also store information that occurred around it (cues), such as the way we felt or the place we were in.
If we cannot remember or recall it, it could be because we are not in a similar situation to when the memory was originally stored.
If the cues are not present when we come to recall, then we find it difficult to do what?
If the cues are not present when we come to recall, then we find it difficult to recall it
The reason we forget is due to insufficient cues.
When we encode a new memory, we also store information that occurred around it (cues), such as the way we felt or the place we were in.
If we cannot remember or recall it, it could be because we are not in a similar situation to when the memory was originally stored.
If the cues are not present when we come to recall, then we find it difficult to recall it.
It is not necessarily because we have what?
It is not necessarily because we have forgotten about it
The reason we forget is due to insufficient cues.
When we encode a new memory, we also store information that occurred around it (cues), such as the way we felt or the place we were in.
If we cannot remember or recall it, it could be because we are not in a similar situation to when the memory was originally stored.
If the cues are not present when we come to recall, then we find it difficult to recall it.
It is not necessarily because we have forgotten about it, it’s just that we don’t have what?
It is not necessarily because we have forgotten about it, it’s just that we don’t have the cues to help us to access the memory
The reason we forget is due to insufficient cues.
When we encode a new memory, we also store information that occurred around it (cues), such as the way we felt or the place we were in.
If we cannot remember or recall it, it could be because we are not in a similar situation to when the memory was originally stored.
If the cues are not present when we come to recall, then we find it difficult to recall it.
It is not necessarily because we have forgotten about it, it’s just that we don’t have the cues to help us to access the memory.
The memory is still what?
The memory is still available
The reason we forget is due to insufficient cues.
When we encode a new memory, we also store information that occurred around it (cues), such as the way we felt or the place we were in.
If we cannot remember or recall it, it could be because we are not in a similar situation to when the memory was originally stored.
If the cues are not present when we come to recall, then we find it difficult to recall it.
It is not necessarily because we have forgotten about it, it’s just that we don’t have the cues to help us to access the memory.
The memory is still available - it’s just a problem of doing what?
The memory is still available - it’s just a problem of accessing the memory
Some cues are linked to material who?
Some cues are linked to material in a meaningful way
Some cues are linked to material in a meaningful way.
Example
For example, a meaningful: 1. Link Or, 2. Connection to help you remember it
Some cues are linked to material in a meaningful way.
For example, a meaningful link or connection to help you remember it.
What are mnemonics?
Mnemonics are tools to help remember:
1. Facts
Or,
2. A large amount of information
Who (what year) reviewed research into what?
Tulving (1983) reviewed research into net failure
Tulving (1983) reviewed research into net failure and discovered what?
Tulving (1983):
- Reviewed research into net failure
- Discovered a consistent pattern to the findings
Tulving (1983) reviewed research into net failure and discovered a consistent pattern to the findings.
Tulving summarised this pattern in what he called what?
Tulving summarised this pattern in what he called the encoding specifity principle (ESP)
Tulving (1983) reviewed research into net failure and discovered a consistent pattern to the findings.
Tulving summarised this pattern in what he called the encoding specifity principle (ESP).
What does the encoding specifity principle (ESP) state?
The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at:
- Encoding
- Retrieval
Tulving (1983) reviewed research into net failure and discovered a consistent pattern to the findings.
Tulving summarised this pattern in what he called the encoding specifity principle (ESP).
The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at encoding (when we do what) and at retrieval?
The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at:
- Encoding (when we learn the material)
- Retrieval
Tulving (1983) reviewed research into net failure and discovered a consistent pattern to the findings.
Tulving summarised this pattern in what he called the encoding specifity principle (ESP).
The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at encoding (when we learn the material) and at retrieval (when we are doing what)?
The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at:
- Encoding (when we learn the material)
- Retrieval (when we are recalling it)
Tulving (1983) reviewed research into net failure and discovered a consistent pattern to the findings.
Tulving summarised this pattern in what he called the encoding specifity principle (ESP).
The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at encoding (when we learn the material) and at retrieval (when we are recalling it).
If the cues that are there at encoding and then retrieval are different, then what?
If the cues that are there:
1. At encoding
2. Then retrieval
are different, then there may be some forgetting
When does cue-dependent forgetting (CDF) occur?
Cue-dependent forgetting (CDF) occurs when information:
1. Is still in LTM
,but
2. Can’t be accessed
Cue-dependent forgetting (CDF) occurs when information is still in LTM, but can’t be accessed.
Cue-dependent forgetting (CDF) sees recall as dependent upon what?
Cue-dependent forgetting (CDF) sees recall as dependent upon retrieval cues
Cue-dependent forgetting (CDF) occurs when information is still in LTM, but can’t be accessed.
Cue-dependent forgetting (CDF) sees recall as dependent upon retrieval cues, like what?
Cue-dependent forgetting (CDF) sees recall as dependent upon retrieval cues, like the labels on files in a filing system
Cue-dependent forgetting (CDF) occurs when information is still in LTM, but can’t be accessed.
Cue-dependent forgetting (CDF) sees recall as dependent upon retrieval cues, like the labels on files in a filing system.
The effectiveness of a retrieval cue depends on what?
The effectiveness of a retrieval cue depends on how:
- Overloaded it is
- Deep the processing of the cue was
- Well the cue fits the information associated with it
Cue-dependent forgetting (CDF) occurs when information is still in LTM, but can’t be accessed.
Cue-dependent forgetting (CDF) sees recall as dependent upon retrieval cues, like the labels on files in a filing system.
The effectiveness of a retrieval cue depends on how overloaded it is (what does this mean), how deep the processing of the cue was and how well the cue fits the information associated with it?
The effectiveness of a retrieval cue depends on how:
- Overloaded it is (this means that the fewer the number of items associated with the cue, the more effective it is)
- Deep the processing of the cue was
- Well the cue fits the information associated with it
How many main forms of cue-dependent forgetting (CDF) are there?
There are 2 main forms of cue-dependent forgetting (CDF):
- Context-dependent forgetting
- State-dependent forgetting
Context-dependent forgetting
Context-dependent forgetting is a form of CDF, where recall occurs in a different external setting to coding
Cue-dependent forgetting (CDF)
Cue-dependent forgetting (CDF) is a type of forgetting based upon a failure to retrieve the prompts that trigger recall
State-dependent forgetting
State-dependent forgetting is a form of CDF, where recall occurs in a different internal state to coding
There are 2 main forms of cue-dependent forgetting (CDF): Context-dependent forgetting and state-dependent forgetting.
Context-dependent forgetting occurs with what cues?
Context-dependent forgetting occurs with external environmental retrieval cues
There are 2 main forms of cue-dependent forgetting (CDF): Context-dependent forgetting and state-dependent forgetting.
Context-dependent forgetting occurs with external environmental retrieval cues, with forgetting occurring when?
Context-dependent forgetting occurs with external environmental retrieval cues, with forgetting occurring when the external environment is different at recall from how it was at coding
There are 2 main forms of cue-dependent forgetting (CDF): Context-dependent forgetting and state-dependent forgetting.
Context-dependent forgetting occurs with external environmental retrieval cues, with forgetting occurring when the external environment is different at recall from how it was at coding.
Example
For example, getting fewer marks in a test when doing the test in a room you’re not familiar with than when doing the rest in your normal classroom
There are 2 main forms of cue-dependent forgetting (CDF): Context-dependent forgetting and state-dependent forgetting.
State-dependent forgetting occurs with what cues?
State-dependent forgetting occurs with internal retrieval cues
There are 2 main forms of cue-dependent forgetting (CDF): Context-dependent forgetting and state-dependent forgetting.
State-dependent forgetting occurs with internal retrieval cues, with forgetting occurring when?
State-dependent forgetting occurs with internal retrieval cues, with forgetting occurring when an individual’s internal environment is different at recall from how it was at coding
There are 2 main forms of cue-dependent forgetting (CDF): Context-dependent forgetting and state-dependent forgetting.
State-dependent forgetting occurs with internal retrieval cues, with forgetting occurring when an individual’s internal environment is different at recall from how it was at coding.
Example
For example, trying to recall information learned when sober whilst you are drunk
Research for context-dependent forgetting:
Who (what year) found that participants after learning some material recalled it less well when?
Abernethy (1940) found that participants after learning some material recalled it less well when tested by an unfamiliar teacher in an unfamiliar room
Research for context-dependent forgetting:
Abernethy (1940) found that participants after learning some material recalled it less well when tested by an unfamiliar teacher in an unfamiliar room than participants who were what?
Abernethy (1940) found that participants after learning some material recalled it less well:
1. When tested by an unfamiliar teacher in an unfamiliar room
than
2. Participants who were tested by a familiar teacher in a familiar room
Research for context-dependent forgetting:
Abernethy (1940) found that participants after learning some material recalled it less well when tested by an unfamiliar teacher in an unfamiliar room than participants who were tested by a familiar teacher in a familiar room.
This supports context-dependent forgetting as what?
This supports context-dependent forgetting as an explanation for forgetting
Research for context-dependent forgetting:
Who (what year) carried out an interesting study of what?
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because what?
In this it is crucial, because it is a matter of:
1. Life
2. Death
for divers to remember instructions given before diving about their work underwater
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned what where?
In this study, divers learned a list of words:
1. Underwater
Or,
2. On land
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned a list of words underwater or on land and then were asked to do what where?
In this study, divers learned a list of words underwater or on land and then were asked to recall the words either:
1. Underwater
Or,
2. On land
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned a list of words underwater or on land and then were asked to recall the words either underwater or on land.
This, therefore, created what?
This, therefore, created 4 conditions:
- Group 1 - Learn on land and recall on land
- Group 2 - Learn on land and recall underwater
- Group 3 - Learn underwater and recall on land
- Group 4 - Learn underwater and recall underwater
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned a list of words underwater or on land and then were asked to recall the words either underwater or on land.
This, therefore, created 4 conditions: Group 1 - Learn on land and recall on land, group 2 - Learn on land and recall underwater, group 3 - Learn underwater and recall on land and group 4 - Learn underwater and recall underwater.
In 2 of these conditions, what matched?
In 2 of these conditions:
1. The environmental contexts of learning
2. Recall
matched
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned a list of words underwater or on land and then were asked to recall the words either underwater or on land.
This, therefore, created 4 conditions: Group 1 - Learn on land and recall on land, group 2 - Learn on land and recall underwater, group 3 - Learn underwater and recall on land and group 4 - Learn underwater and recall underwater.
In 2 of these conditions, the environmental contexts of learning and recall matched, whereas in the other 2 conditions, they what?
In 2 of these conditions:
1. The environmental contexts of learning
2. Recall
matched, whereas in the other 2 conditions, they did not
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned a list of words underwater or on land and then were asked to recall the words either underwater or on land.
This, therefore, created 4 conditions: Group 1 - Learn on land and recall on land, group 2 - Learn on land and recall underwater, group 3 - Learn underwater and recall on land and group 4 - Learn underwater and recall underwater.
In 2 of these conditions, the environmental contexts of learning and recall matched, whereas in the other 2 conditions, they did not.
Accurate recall was what % lower in the non-matching conditions?
Accurate recall was 40% lower in the non-matching conditions
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned a list of words underwater or on land and then were asked to recall the words either underwater or on land.
This, therefore, created 4 conditions: Group 1 - Learn on land and recall on land, group 2 - Learn on land and recall underwater, group 3 - Learn underwater and recall on land and group 4 - Learn underwater and recall underwater.
In 2 of these conditions, the environmental contexts of learning and recall matched, whereas in the other 2 conditions, they did not.
Accurate recall was 40% lower in the non-matching conditions.
Why is this?
This is because group:
1. 1
2. 4
both display Tulving’s encoding specifity principle (ESP)
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned a list of words underwater or on land and then were asked to recall the words either underwater or on land.
This, therefore, created 4 conditions: Group 1 - Learn on land and recall on land, group 2 - Learn on land and recall underwater, group 3 - Learn underwater and recall on land and group 4 - Learn underwater and recall underwater.
In 2 of these conditions, the environmental contexts of learning and recall matched, whereas in the other 2 conditions, they did not.
Accurate recall was 40% lower in the non-matching conditions.
This is because group 1 and group 4 both display Tulving’s encoding specifity principle (ESP), as they have what?
This is because group:
1. 1
2. 4
both display Tulving’s encoding specifity principle (ESP), as they have matching conditions
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
In this it is crucial, because it is a matter of life and death for divers to remember instructions given before diving about their work underwater.
In this study, divers learned a list of words underwater or on land and then were asked to recall the words either underwater or on land.
This, therefore, created 4 conditions: Group 1 - Learn on land and recall on land, group 2 - Learn on land and recall underwater, group 3 - Learn underwater and recall on land and group 4 - Learn underwater and recall underwater.
In 2 of these conditions, the environmental contexts of learning and recall matched, whereas in the other 2 conditions, they did not.
Accurate recall was 40% lower in the non-matching conditions.
This is because group 1 and group 4 both display Tulving’s encoding specifity principle (ESP), as they have matching conditions.
This supports cue-dependent forgetting as what?
This supports cue-dependent forgetting as an explanation for forgetting
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when?
Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a what?
When given a recognition test
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a recognition test (involving what)?
When given a recognition test (involving saying whether a named item:
1. Was in the learned list
Or,
2. Not)
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a recognition test (involving saying whether a named item was in the learned list or not), what wasn’t seen?
When given a recognition test (involving saying whether a named item: 1. Was in the learned list Or, 2. Not) ,the context-based effect wasn't seen
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a recognition test (involving saying whether a named item was in the learned list or not), the context-based effect wasn’t seen, suggesting what?
When given a recognition test (involving saying whether a named item:
1. Was in the learned list
Or,
2. Not)
,the context-based effect wasn’t seen, suggesting that cue-dependency can’t explain all forms of forgetting
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a recognition test (involving saying whether a named item was in the learned list or not), the context-based effect wasn’t seen, suggesting that cue-dependency can’t explain all forms of forgetting.
Also, Godden and Baddeley’s study was a what experiment?
Also, Godden and Baddeley’s study was a field experiment
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a recognition test (involving saying whether a named item was in the learned list or not), the context-based effect wasn’t seen, suggesting that cue-dependency can’t explain all forms of forgetting.
Also, Godden and Baddeley’s study was a field experiment, so it cannot be what?
Also, Godden and Baddeley’s study was a field experiment, so it cannot be replicated
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a recognition test (involving saying whether a named item was in the learned list or not), the context-based effect wasn’t seen, suggesting that cue-dependency can’t explain all forms of forgetting.
Also, Godden and Baddeley’s study was a field experiment, so it cannot be replicated and so lacks what?
Also, Godden and Baddeley’s study was a field experiment, so it:
- Cannot be replicated
- So lacks reliability
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a recognition test (involving saying whether a named item was in the learned list or not), the context-based effect wasn’t seen, suggesting that cue-dependency can’t explain all forms of forgetting.
Also, Godden and Baddeley’s study was a field experiment, so it cannot be replicated and so lacks reliability.
However, Godden and Baddeley’s study doesn’t lack what?
Godden and Baddeley’s study doesn’t lack mundane realism
Research for context-dependent forgetting:
Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater.
However, Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned.
When given a recognition test (involving saying whether a named item was in the learned list or not), the context-based effect wasn’t seen, suggesting that cue-dependency can’t explain all forms of forgetting.
Also, Godden and Baddeley’s study was a field experiment, so it cannot be replicated and so lacks reliability.
However, Godden and Baddeley’s study doesn’t lack mundane realism, because what?
Godden and Baddeley’s study doesn’t lack mundane realism, because for divers, learning words is similar to remembering instructions given before diving about their work underwater
Research for state-dependent forgetting:
Who (what year) got participants to learn material when either drunk or sober?
Overton (1972) got participants to learn material when either:
1. Drunk
Or,
2. Sober
Research for state-dependent forgetting:
Overton (1972) got participants to learn material when either drunk or sober and found what?
Overton (1972) got participants to learn material when either drunk or sober and found that recall was worse when participants were in a different internal state:
1. At recall
than:
2. Their internal state at coding
Research for state-dependent forgetting:
Overton (1972) got participants to learn material when either drunk or sober and found that recall was worse when participants were in a different internal state at recall then their internal state at coding.
For example, recalling information learned when drunk was better when?
For example, recalling information learned when drunk was better if the information had been learned when:
1. Drunk
rather than
2. Sober
Research for state-dependent forgetting:
Overton (1972) got participants to learn material when either drunk or sober and found that recall was worse when participants were in a different internal state at recall then their internal state at coding.
For example, recalling information learned when drunk was better if the information had been learned when drunk rather than sober.
What does this suggest?
This suggests that state-dependent forgetting is a valid explanation for forgetting
Research for state-dependent forgetting:
Who (what year) found that participants who hid money while high on cannabis?
Darley et al. (1973) found that participants who hid money while high on cannabis
Research for state-dependent forgetting:
Darley et al. (1973) found that participants who hid money while high on cannabis were less able to recall where the money was when they were what, than when they were what?
Darley et al. (1973) found that participants who hid money while high on cannabis were less able to recall where the money was when they were:
1. Not high
,than when
2. High again
Research for state-dependent forgetting:
Darley et al. (1973) found that participants who hid money while high on cannabis were less able to recall where the money was when they were not high, than when they were high again, providing additional support for the ability of state-dependent forgetting to explain what?
Darley et al. (1973) found that participants who hid money while high on cannabis were less able to recall where the money was when they were:
1. Not high
,than when
2. High again
,providing additional support for the ability of state-dependent forgetting to explain forgetting
Evaluation:
Many studies supporting cue-dependent forgetting (CDF) are what?
Many studies supporting cue-dependent forgetting (CDF) are laboratory experiments
Evaluation:
Many studies supporting cue-dependent forgetting (CDF) are laboratory experiments and not like what?
Many studies supporting cue-dependent forgetting (CDF) are:
- Laboratory experiments
- Not like everyday memory tasks
Evaluation:
Many studies supporting cue-dependent forgetting (CDF) are laboratory experiments and not like everyday memory tasks, such as what?
Many studies supporting cue-dependent forgetting (CDF) are:
- Laboratory experiments
- Not like everyday memory tasks, such as ones based on procedural memory
Evaluation:
Many studies supporting cue-dependent forgetting (CDF) are laboratory experiments and not like everyday memory tasks, such as ones based on procedural memory.
The ability to perform learned skills, like riding a bike, isn’t affected by what?
The ability to perform learned skills, like riding a bike, isn’t affected by state-dependent forgetting
Evaluation:
Cue-dependent forgetting (CDF) fits the what theory of memory?
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory
Evaluation:
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states what?
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states that the more deeply information is processed when coded, the more:
1. Links
2. Associations
will be created between items in LTM
Evaluation:
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states that the more deeply information is processed when coded (what), the more links and associations will be created between items in LTM?
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states that the more deeply information is processed when coded (how much thinking, what types of thinking, ect, occur), the more:
1. Links
2. Associations
will be created between items in LTM
Evaluation:
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states that the more deeply information is processed when coded (how much thinking, what types of thinking, ect, occur), the more links and associations will be created between items in LTM, decreasing what?
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states that the more deeply information is processed when coded (how much thinking, what types of thinking, ect, occur), the more:
1. Links
2. Associations
will be created between items in LTM, decreasing the chances of forgetting
Evaluation:
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states that the more deeply information is processed when coded (how much thinking, what types of thinking, ect, occur), the more links and associations will be created between items in LTM, decreasing the chances of forgetting, because what?
Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states that the more deeply information is processed when coded (how much thinking, what types of thinking, ect, occur), the more:
1. Links
2. Associations
will be created between items in LTM, decreasing the chances of forgetting, because more retrieval cues will be available to aid recall
Evaluation:
Many psychologists see cue-dependent forgetting (CDF) as the main reason for what?
Many psychologists see cue-dependent forgetting (CDF) as the main reason for forgetting in LTM
Evaluation:
Many psychologists see cue-dependent forgetting (CDF) as the main reason for forgetting in LTM, due to what?
Many psychologists see cue-dependent forgetting (CDF) as the main reason for forgetting in LTM, due to the amount of research evidence supporting:
- The importance of cues
- How they trigger memory
Evaluation:
The downside of relying on experimental evidence for cue-dependent forgetting (CDF) is that you don’t actually what?
The downside of relying on experimental evidence for cue-dependent forgetting (CDF) is that you don’t actually always need cues to remember things
Evaluation:
The theory of cue-dependent forgetting (CDF) doesn’t take into account that you can be doing what?
The theory of cue-dependent forgetting (CDF) doesn’t take into account that you can be using both:
1. Context-dependent forgetting
2. State-dependent forgetting
at the same time
Evaluation:
You could use the theory of cue-dependent forgetting (CDF) to help who?
You could use the theory of cue-dependent forgetting (CDF) to help patients with dementia
Evaluation:
You could use the theory of cue-dependent forgetting (CDF) to help patients with dementia, by giving them what?
You could use the theory of cue-dependent forgetting (CDF) to help patients with dementia, by giving them memory boxes that have lots of visual cues inside them that support the cue-dependent theory
Evaluation:
You could use the theory of cue-dependent forgetting (CDF) to help eyewitnesses do what?
You could use the theory of cue-dependent forgetting (CDF) to help eyewitnesses recall events
Evaluation:
You could use the theory of cue-dependent forgetting (CDF) to help eyewitnesses recall events, by doing what?
You could use the theory of cue-dependent forgetting (CDF) to help eyewitnesses recall events, by:
1. Getting actors in and re-enacting the event
2. Describing the event to them
Or,
3. Taking them to the actual scene of the event
Evaluation:
You could use the theory of cue-dependent forgetting (CDF) to help patients with dementia, by giving them memory boxes that have lots of visual cues inside them that support the cue-dependent theory, because the patients with dementia will do what?
You could use the theory of cue-dependent forgetting (CDF) to help patients with dementia, by giving them memory boxes that have lots of visual cues inside them that support the cue-dependent theory, because the patients with dementia will remember more
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is what?
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to do what?
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing what?
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place how?
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same:
1. Location
2. Timescale
as originally
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same location and timescale as originally.
Who was murdered where when?
Danielle Jones was murdered in Essex in 2001
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same location and timescale as originally.
Danielle Jones was murdered in Essex in 2001, but what?
Danielle Jones was murdered in Essex in 2001, but her body was never found
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same location and timescale as originally.
Danielle Jones was murdered in Essex in 2001, but her body was never found.
Who was eventually convicted?
Her uncle was eventually convicted
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same location and timescale as originally.
Danielle Jones was murdered in Essex in 2001, but her body was never found.
Her uncle was eventually convicted, largely due to what?
Her uncle was eventually convicted, largely due to witness testimony
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same location and timescale as originally.
Danielle Jones was murdered in Essex in 2001, but her body was never found.
Her uncle was eventually convicted, largely due to witness testimony that emerged when?
Her uncle was eventually convicted, largely due to witness testimony that emerged after a reconstruction of the crime
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same location and timescale as originally.
Danielle Jones was murdered in Essex in 2001, but her body was never found.
Her uncle was eventually convicted, largely due to witness testimony that emerged after a reconstruction of the crime.
Witnesses recalled seeing Danielle doing what?
Witnesses recalled Danielle:
- Arguing with a man
- Getting into a blue transit van
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same location and timescale as originally.
Danielle Jones was murdered in Essex in 2001, but her body was never found.
Her uncle was eventually convicted, largely due to witness testimony that emerged after a reconstruction of the crime.
Witnesses recalled seeing Danielle arguing with a man and getting into a blue transit van, a vehicle owned by who?
Witnesses recalled Danielle:
- Arguing with a man
- Getting into a blue transit van, a vehicle owned by her uncle
Evaluation:
One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes.
The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues, with participants wearing identical clothes and the reconstruction taking place in the same location and timescale as originally.
Danielle Jones was murdered in Essex in 2001, but her body was never found.
Her uncle was eventually convicted, largely due to witness testimony that emerged after a reconstruction of the crime.
Witnesses recalled seeing Danielle arguing with a man and getting into a blue transit van, a vehicle owned by her uncle.
Her uncle was sentenced to what?
Her uncle was sentenced to life imprisonment
Trace decay
Trace decay refers to a gradual fading of a memory
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as what?
Trade decay assumes that memories are stored as a physical trace
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called what?
Trade decay assumes that memories are stored as a physical trace, called an engram
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces do what over time?
Trade decay assumes that:
- Memories are stored as a physical trace, called an engram
- Memory traces decay over time
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Who (what year) gave participants nonsense trigrams?
Peterson and Peterson (1959) gave participants nonsense trigrams
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Peterson and Peterson (1959) gave participants nonsense trigrams and found that if rehearsal of information was prevented by subtracting numbers aloud, short-term memories of the trigrams did what after 18 seconds?
Peterson and Peterson (1959):
- Gave participants nonsense trigrams
- Found that if rehearsal of information was prevented by subtracting numbers aloud, short-term memories of the trigrams decayed almost completely after 18 seconds
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Peterson and Peterson (1959) gave participants nonsense trigrams and found that if rehearsal of information was prevented by subtracting numbers aloud, short-term memories of the trigrams decayed almost completely after 18 seconds.
This suggests that the information was no longer what?
This suggests that the information was no longer in storage
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Peterson and Peterson (1959) gave participants nonsense trigrams and found that if rehearsal of information was prevented by subtracting numbers aloud, short-term memories of the trigrams decayed almost completely after 18 seconds.
This suggests that the information was no longer in storage in line with what?
This suggests that the information was no longer in storage in line with trace decay
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Who (what year) found that structural changes occurred in neurones?
Kandel (2006) found that structural changes occurred in neurones
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Kandel (2006) found that structural changes occurred in neurones where?
Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs when what?
Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs when repeatedly stimulated
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs when repeatedly stimulated, which suggests what?
Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs when repeatedly stimulated, which suggests that:
- Physical memory traces are created in STM
- They’re transferred to LTM when they become permanent
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs when repeatedly stimulated, which suggests that physical memory traces are created in STM and that they’re transferred to LTM when they become permanent, again supporting the idea of what?
Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs when repeatedly stimulated, which suggests that:
1. Physical memory traces are created in STM
2. They’re transferred to LTM when they become permanent
,again supporting the idea of physical traces being created in memory
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Evaluation:
Maybe information in STM is what, rather than decaying?
Maybe information in STM is displaced by other information, rather than decaying
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Evaluation:
Maybe information in STM is displaced by other information, rather than decaying.
Example
For example, in Peterson and Peterson’s study, the trigrams may have been displaced by the numbers recited to prevent rehearsal of the information
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Evaluation:
Trace decay theory can explain what?
Trace decay theory can explain forgetting in both:
- STM
- LTM
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Evaluation:
Trace decay theory can explain forgetting in both STM and LTM, giving it the advantage of being what?
Trace decay theory can explain forgetting in both:
1. STM
2. LTM
,giving it the advantage of being a universal explanation
Trace decay refers to a gradual fading of a memory.
Trade decay assumes that memories are stored as a physical trace, called an engram, and that memory traces decay over time.
Evaluation:
Trace decay theory can explain forgetting in both STM and LTM, giving it the advantage of being a universal explanation.
What is this?
This is an explanation that can be applied to all instances of forgetting
Cue-dependent forgetting (CDF) is also useful, because it can be used in schools, how?
Cue-dependent forgetting (CDF) is also useful, because it can be used in schools, as:
1. Mnemonics
2. Acronyms
are used to remember information
Who (what year) looked at the effect of antihistamines?
Carter and Cassaday (1998) looked at the effect of antihistamines
Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a what effect?
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect
Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants what?
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants slightly drowsy
Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants slightly drowsy.
This creates what?
This creates an internal physiological state different from the ‘normal’ state of being:
- Awake
- Alert
Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants slightly drowsy.
This creates an internal physiological state different from the ‘normal’ state of being awake and alert.
The participants had to learn what?
The participants had to learn:
- A list of words
- Passages of prose
Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants slightly drowsy.
This creates an internal physiological state different from the ‘normal’ state of being awake and alert.
The participants had to learn a list of words and passages of prose and then do what?
The participants had to:
- Learn a list of words and passages of prose
- Then recall the information
Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants slightly drowsy.
This creates an internal physiological state different from the ‘normal’ state of being awake and alert.
The participants had to learn a list of words and passages of prose and then recall the information, creating what?
The participants had to learn a list of words and passages of prose and then recall the information, creating 4 conditions:
- Group 1 - Learn on the drug and recall when on it
- Group 2 - Learn on the drug and recall when not on it
- Group 3 - Learn when not on the drug and recall on it
- Group 4 - Learn when not on the drug and recall when not on it
Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants slightly drowsy.
This creates an internal physiological state different from the ‘normal’ state of being awake and alert.
The participants had to learn a list of words and passages of prose and then recall the information, creating 4 conditions: Group 1 - Learn on the drug and recall when on it, group 2 - Learn on the drug and recall when not on it, group 3 - Learn when not on the drug and recall on it and group 4 - Learn when not on the drug and recall when not on it.
In the conditions where there was a mismatch between internal state at learning and recall, performance on the memory test was what?
In the conditions where there was a mismatch between internal state at:
1. Learning
2. Recall
,performance on the memory test was significantly worse
Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants slightly drowsy.
This creates an internal physiological state different from the ‘normal’ state of being awake and alert.
The participants had to learn a list of words and passages of prose and then recall the information, creating 4 conditions: Group 1 - Learn on the drug and recall when on it, group 2 - Learn on the drug and recall when not on it, group 3 - Learn when not on the drug and recall on it and group 4 - Learn when not on the drug and recall when not on it.
In the conditions where there was a mismatch between internal state at learning and recall, performance on the memory test was significantly worse.
So when the cues are absent (what, for example), there is more forgetting?
So when the cues are absent (you are drowsy when recalling information, but were alert whilst learning it, for example), there is more forgetting
