2.4: Retrieval failure theory (cue-dependent forgetting)

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

What did Tulving (1983) review research into?

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

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

Answer 24

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

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

Question 25

Context-dependent forgetting

Answer 25

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

Question 26

Cue-dependent forgetting (CDF)

Answer 26

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

Question 27

State-dependent forgetting

Answer 27

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

Question 28

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 28

Context-dependent forgetting occurs with external environmental retrieval cues

Question 29

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 29

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 30

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 30

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 31

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 31

State-dependent forgetting occurs with internal retrieval cues

Question 32

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 32

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 33

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 33

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

Question 34

Trace decay

Answer 34

Trace decay refers to a gradual fading of a memory

Question 35

Trace decay refers to a gradual fading of a memory.

Trade decay assumes that memories are stored as what?

Answer 35

Trade decay assumes that memories are stored as a physical trace

Question 36

Trace decay refers to a gradual fading of a memory.

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

Answer 36

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

Question 37

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 37

Trade decay assumes that:

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

Question 38

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 38

Peterson and Peterson (1959) gave participants nonsense trigrams

Question 39

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 39

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 40

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 40

This suggests that the information was no longer in storage

Question 41

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 41

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

Question 42

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

Answer 42

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 43

Problems with the encoding specificity principle:

Can

Answer 43

Can the encoding specificity principle be tested?

Question 44

Problems with the encoding specificity principle:
Can the encoding specificity principle be tested?
The short answer is no.

Answer 44

The ESP is not testable and leads to a form of circular reasoning

Question 45

Problems with the encoding specificity principle:
Can the encoding specificity principle be tested?
The short answer is no.
The ESP is not testable and leads to a form of circular reasoning.
In experiments where a cue produces the successful recall of a word,

Answer 45

1. In experiments where a cue produces the successful recall of a word, we assume that the cue must have been encoded at the time of learning
2. If a cue does not result in successful recall of a word, then we assume that the cue was not encoded at the time of learning

Question 46

Problems with the encoding specificity principle:
Can the encoding specificity principle be tested?
The short answer is no.
The ESP is not testable and leads to a form of circular reasoning.
In experiments where a cue produces the successful recall of a word, we assume that the cue must have been encoded at the time of learning and if a cue does not result in successful recall of a word, then we assume that the cue was not encoded at the time of learning, but

Answer 46

In experiments where a cue produces the successful recall of a word, we assume that the cue must have been encoded at the time of learning and if a cue does not result in successful recall of a word, then we assume that the cue was not encoded at the time of learning, but these are merely assumptions, as there is no way to independently establish whether or not the cue has really been encoded