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