2.4: Cue-dependent forgetting (CDF)

Question 1

Cue-dependent forgetting (CDF)

Answer 1

Cue-dependent forgetting (CDF) is a type of forgetting based upon a failure to retrieve the prompts that trigger recall

Question 2

The reason we forget is due to what?

Answer 2

The reason we forget is due to insufficient cues

Question 3

The reason we forget is due to insufficient cues.

When we what a new memory, we also do what?

Answer 3

When we encode a new memory, we also store information that occurred around it

Question 4

The reason we forget is due to insufficient cues.

When we encode a new memory, we also store information that occurred around it (what)?

Answer 4

When we encode a new memory, we also store information that occurred around it (cues)

Question 5

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?

Answer 5

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

Question 6

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?

Answer 6

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

Question 7

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?

Answer 7

If the cues are not present when we come to recall, then we find it difficult to recall it

Question 8

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?

Answer 8

It is not necessarily because we have forgotten about it

Question 9

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?

Answer 9

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

Question 10

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?

Answer 10

The memory is still available

Question 11

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?

Answer 11

The memory is still available - it’s just a problem of accessing the memory

Question 12

Some cues are linked to material who?

Answer 12

Some cues are linked to material in a meaningful way

Question 13

Some cues are linked to material in a meaningful way.

Example

Answer 13

For example, a meaningful:
1. Link
Or,
2. Connection
to help you remember it

Question 14

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?

Answer 14

Mnemonics are tools to help remember:
1. Facts
Or,
2. A large amount of information

Question 15

Who (what year) reviewed research into what?

Answer 15

Tulving (1983) reviewed research into net failure

Question 16

Tulving (1983) reviewed research into net failure and discovered what?

Answer 16

Tulving (1983):

1. Reviewed research into net failure
2. Discovered a consistent pattern to the findings

Question 17

Tulving (1983) reviewed research into net failure and discovered a consistent pattern to the findings.
Tulving summarised this pattern in what he called what?

Answer 17

Tulving summarised this pattern in what he called the encoding specifity principle (ESP)

Question 18

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?

Answer 18

The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at:

1. Encoding
2. Retrieval

Question 19

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?

Answer 19

The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at:

1. Encoding (when we learn the material)
2. Retrieval

Question 20

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)?

Answer 20

The encoding specifity principle (ESP) states that if a cue is to help us to recall information, it has to be present at:

1. Encoding (when we learn the material)
2. Retrieval (when we are recalling it)

Question 21

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?

Answer 21

If the cues that are there:
1. At encoding
2. Then retrieval
are different, then there may be some forgetting

Question 22

When does cue-dependent forgetting (CDF) occur?

Answer 22

Cue-dependent forgetting (CDF) occurs when information:
1. Is still in LTM
,but
2. Can’t be accessed

Question 23

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?

Answer 23

Cue-dependent forgetting (CDF) sees recall as dependent upon retrieval cues

Question 24

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?

Answer 24

Cue-dependent forgetting (CDF) sees recall as dependent upon retrieval cues, like the labels on files in a filing system

Question 25

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?

Answer 25

The effectiveness of a retrieval cue depends on how:

1. Overloaded it is
2. Deep the processing of the cue was
3. Well the cue fits the information associated with it

Question 26

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?

Answer 26

The effectiveness of a retrieval cue depends on how:

1. Overloaded it is (this means that the fewer the number of items associated with the cue, the more effective it is)
2. Deep the processing of the cue was
3. Well the cue fits the information associated with it

Question 27

How many main forms of cue-dependent forgetting (CDF) are there?

Answer 27

There are 2 main forms of cue-dependent forgetting (CDF):

1. Context-dependent forgetting
2. State-dependent forgetting

Question 28

Context-dependent forgetting

Answer 28

Context-dependent forgetting is a form of CDF, where recall occurs in a different external setting to coding

Question 29

Cue-dependent forgetting (CDF)

Answer 29

Cue-dependent forgetting (CDF) is a type of forgetting based upon a failure to retrieve the prompts that trigger recall

Question 30

State-dependent forgetting

Answer 30

State-dependent forgetting is a form of CDF, where recall occurs in a different internal state to coding

Question 31

There are 2 main forms of cue-dependent forgetting (CDF): Context-dependent forgetting and state-dependent forgetting.
Context-dependent forgetting occurs with what cues?

Answer 31

Context-dependent forgetting occurs with external environmental retrieval cues

Question 32

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?

Answer 32

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

Question 33

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

Answer 33

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

Question 34

There are 2 main forms of cue-dependent forgetting (CDF): Context-dependent forgetting and state-dependent forgetting.
State-dependent forgetting occurs with what cues?

Answer 34

State-dependent forgetting occurs with internal retrieval cues

Question 35

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?

Answer 35

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

Question 36

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

Answer 36

For example, trying to recall information learned when sober whilst you are drunk

Question 37

Research for context-dependent forgetting:

Who (what year) found that participants after learning some material recalled it less well when?

Answer 37

Abernethy (1940) found that participants after learning some material recalled it less well when tested by an unfamiliar teacher in an unfamiliar room

Question 38

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?

Answer 38

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

Question 39

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?

Answer 39

This supports context-dependent forgetting as an explanation for forgetting

Question 40

Research for context-dependent forgetting:

Who (what year) carried out an interesting study of what?

Answer 40

Godden and Baddeley (1975) carried out an interesting study of deep sea divers working underwater

Question 41

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?

Answer 41

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

Question 42

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?

Answer 42

In this study, divers learned a list of words:
1. Underwater
Or,
2. On land

Question 43

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?

Answer 43

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

Question 44

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?

Answer 44

This, therefore, created 4 conditions:

1. Group 1 - Learn on land and recall on land
2. Group 2 - Learn on land and recall underwater
3. Group 3 - Learn underwater and recall on land
4. Group 4 - Learn underwater and recall underwater

Question 45

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?

Answer 45

In 2 of these conditions:
1. The environmental contexts of learning
2. Recall
matched

Question 46

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?

Answer 46

In 2 of these conditions:
1. The environmental contexts of learning
2. Recall
matched, whereas in the other 2 conditions, they did not

Question 47

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?

Answer 47

Accurate recall was 40% lower in the non-matching conditions

Question 48

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?

Answer 48

This is because group:
1. 1
2. 4
both display Tulving’s encoding specifity principle (ESP)

Question 49

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?

Answer 49

This is because group:
1. 1
2. 4
both display Tulving’s encoding specifity principle (ESP), as they have matching conditions

Question 50

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?

Answer 50

This supports cue-dependent forgetting as an explanation for forgetting

Question 51

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?

Answer 51

Godden and Baddeley’s findings only occurred when the divers had to free-recall items learned

Question 52

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?

Answer 52

When given a recognition test

Question 53

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)?

Answer 53

When given a recognition test (involving saying whether a named item:
1. Was in the learned list
Or,
2. Not)

Question 54

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?

Answer 54

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

Question 55

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?

Answer 55

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

Question 56

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?

Answer 56

Also, Godden and Baddeley’s study was a field experiment

Question 57

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?

Answer 57

Also, Godden and Baddeley’s study was a field experiment, so it cannot be replicated

Question 58

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?

Answer 58

Also, Godden and Baddeley’s study was a field experiment, so it:

1. Cannot be replicated
2. So lacks reliability

Question 59

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?

Answer 59

Godden and Baddeley’s study doesn’t lack mundane realism

Question 60

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?

Answer 60

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

Question 61

Research for state-dependent forgetting:

Who (what year) got participants to learn material when either drunk or sober?

Answer 61

Overton (1972) got participants to learn material when either:
1. Drunk
Or,
2. Sober

Question 62

Research for state-dependent forgetting:

Overton (1972) got participants to learn material when either drunk or sober and found what?

Answer 62

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

Question 63

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?

Answer 63

For example, recalling information learned when drunk was better if the information had been learned when:
1. Drunk
rather than
2. Sober

Question 64

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?

Answer 64

This suggests that state-dependent forgetting is a valid explanation for forgetting

Question 65

Research for state-dependent forgetting:

Who (what year) found that participants who hid money while high on cannabis?

Answer 65

Darley et al. (1973) found that participants who hid money while high on cannabis

Question 66

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?

Answer 66

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

Question 67

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?

Answer 67

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

Question 68

Evaluation:

Many studies supporting cue-dependent forgetting (CDF) are what?

Answer 68

Many studies supporting cue-dependent forgetting (CDF) are laboratory experiments

Question 69

Evaluation:

Many studies supporting cue-dependent forgetting (CDF) are laboratory experiments and not like what?

Answer 69

Many studies supporting cue-dependent forgetting (CDF) are:

1. Laboratory experiments
2. Not like everyday memory tasks

Question 70

Evaluation:
Many studies supporting cue-dependent forgetting (CDF) are laboratory experiments and not like everyday memory tasks, such as what?

Answer 70

Many studies supporting cue-dependent forgetting (CDF) are:

1. Laboratory experiments
2. Not like everyday memory tasks, such as ones based on procedural memory

Question 71

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?

Answer 71

The ability to perform learned skills, like riding a bike, isn’t affected by state-dependent forgetting

Question 72

Evaluation:

Cue-dependent forgetting (CDF) fits the what theory of memory?

Answer 72

Cue-dependent forgetting (CDF) fits the levels of processing theory of memory

Question 73

Evaluation:

Cue-dependent forgetting (CDF) fits the levels of processing theory of memory, that states what?

Answer 73

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

Question 74

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?

Answer 74

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

Question 75

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?

Answer 75

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

Question 76

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?

Answer 76

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

Question 77

Evaluation:

Many psychologists see cue-dependent forgetting (CDF) as the main reason for what?

Answer 77

Many psychologists see cue-dependent forgetting (CDF) as the main reason for forgetting in LTM

Question 78

Evaluation:

Many psychologists see cue-dependent forgetting (CDF) as the main reason for forgetting in LTM, due to what?

Answer 78

Many psychologists see cue-dependent forgetting (CDF) as the main reason for forgetting in LTM, due to the amount of research evidence supporting:

1. The importance of cues
2. How they trigger memory

Question 79

Evaluation:

The downside of relying on experimental evidence for cue-dependent forgetting (CDF) is that you don’t actually what?

Answer 79

The downside of relying on experimental evidence for cue-dependent forgetting (CDF) is that you don’t actually always need cues to remember things

Question 80

Evaluation:

The theory of cue-dependent forgetting (CDF) doesn’t take into account that you can be doing what?

Answer 80

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

Question 81

Evaluation:

You could use the theory of cue-dependent forgetting (CDF) to help who?

Answer 81

You could use the theory of cue-dependent forgetting (CDF) to help patients with dementia

Question 82

Evaluation:

You could use the theory of cue-dependent forgetting (CDF) to help patients with dementia, by giving them what?

Answer 82

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

Question 83

Evaluation:

You could use the theory of cue-dependent forgetting (CDF) to help eyewitnesses do what?

Answer 83

You could use the theory of cue-dependent forgetting (CDF) to help eyewitnesses recall events

Question 84

Evaluation:

You could use the theory of cue-dependent forgetting (CDF) to help eyewitnesses recall events, by doing what?

Answer 84

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

Question 85

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?

Answer 85

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

Question 86

Evaluation:

One practical use of knowledge gained by psychologists about cue-dependent forgetting is what?

Answer 86

One practical use of knowledge gained by psychologists about cue-dependent forgetting is that of police reconstructions of unsolved crimes

Question 87

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?

Answer 87

The aim is to jog the memory of witnesses by recreating the context of the incident through the use of retrieval cues

Question 88

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?

Answer 88

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

Question 89

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?

Answer 89

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

Question 90

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?

Answer 90

Danielle Jones was murdered in Essex in 2001

Question 91

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?

Answer 91

Danielle Jones was murdered in Essex in 2001, but her body was never found

Question 92

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?

Answer 92

Her uncle was eventually convicted

Question 93

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?

Answer 93

Her uncle was eventually convicted, largely due to witness testimony

Question 94

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?

Answer 94

Her uncle was eventually convicted, largely due to witness testimony that emerged after a reconstruction of the crime

Question 95

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?

Answer 95

Witnesses recalled Danielle:

1. Arguing with a man
2. Getting into a blue transit van

Question 96

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?

Answer 96

Witnesses recalled Danielle:

1. Arguing with a man
2. Getting into a blue transit van, a vehicle owned by her uncle

Question 97

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?

Answer 97

Her uncle was sentenced to life imprisonment

Question 98

Trace decay

Answer 98

Trace decay refers to a gradual fading of a memory

Question 99

Trace decay refers to a gradual fading of a memory.

Trade decay assumes that memories are stored as what?

Answer 99

Trade decay assumes that memories are stored as a physical trace

Question 100

Trace decay refers to a gradual fading of a memory.

Trade decay assumes that memories are stored as a physical trace, called what?

Answer 100

Trade decay assumes that memories are stored as a physical trace, called an engram

Question 101

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?

Answer 101

Trade decay assumes that:

1. Memories are stored as a physical trace, called an engram
2. Memory traces decay over time

Question 102

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?

Answer 102

Peterson and Peterson (1959) gave participants nonsense trigrams

Question 103

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?

Answer 103

Peterson and Peterson (1959):

1. Gave participants nonsense trigrams
2. Found that if rehearsal of information was prevented by subtracting numbers aloud, short-term memories of the trigrams decayed almost completely after 18 seconds

Question 104

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?

Answer 104

This suggests that the information was no longer in storage

Question 105

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?

Answer 105

This suggests that the information was no longer in storage in line with trace decay

Question 106

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?

Answer 106

Kandel (2006) found that structural changes occurred in neurones

Question 107

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?

Answer 107

Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs

Question 108

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?

Answer 108

Kandel (2006) found that structural changes occurred in neurones in the hippocampus of sea slugs when repeatedly stimulated

Question 109

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?

Answer 109

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

Question 110

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?

Answer 110

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

Question 111

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?

Answer 111

Maybe information in STM is displaced by other information, rather than decaying

Question 112

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

Answer 112

For example, in Peterson and Peterson’s study, the trigrams may have been displaced by the numbers recited to prevent rehearsal of the information

Question 113

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?

Answer 113

Trace decay theory can explain forgetting in both:

1. STM
2. LTM

Question 114

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?

Answer 114

Trace decay theory can explain forgetting in both:
1. STM
2. LTM
,giving it the advantage of being a universal explanation

Question 115

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?

Answer 115

This is an explanation that can be applied to all instances of forgetting

Question 116

Cue-dependent forgetting (CDF) is also useful, because it can be used in schools, how?

Answer 116

Cue-dependent forgetting (CDF) is also useful, because it can be used in schools, as:
1. Mnemonics
2. Acronyms
are used to remember information

Question 117

Who (what year) looked at the effect of antihistamines?

Answer 117

Carter and Cassaday (1998) looked at the effect of antihistamines

Question 118

Carter and Cassaday (1998) looked at the effect of antihistamines.
Carter and Cassaday gave antihistamines to their participants and they had a what effect?

Answer 118

Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect

Question 119

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?

Answer 119

Carter and Cassaday gave antihistamines to their participants and they had a mild sedative effect, making the participants slightly drowsy

Question 120

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?

Answer 120

This creates an internal physiological state different from the ‘normal’ state of being:

1. Awake
2. Alert

Question 121

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?

Answer 121

The participants had to learn:

1. A list of words
2. Passages of prose

Question 122

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?

Answer 122

The participants had to:

1. Learn a list of words and passages of prose
2. Then recall the information

Question 123

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?

Answer 123

The participants had to learn a list of words and passages of prose and then recall the information, creating 4 conditions:

1. Group 1 - Learn on the drug and recall when on it
2. Group 2 - Learn on the drug and recall when not on it
3. Group 3 - Learn when not on the drug and recall on it
4. Group 4 - Learn when not on the drug and recall when not on it

Question 124

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?

Answer 124

In the conditions where there was a mismatch between internal state at:
1. Learning
2. Recall
,performance on the memory test was significantly worse

Question 125

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?

Answer 125

So when the cues are absent (you are drowsy when recalling information, but were alert whilst learning it, for example), there is more forgetting