Explanation of forgetting 2 Flashcards
what is another explanation of forgetting
retieval failure
what is the encoding specificity principle
the closer the cue at reetrieval is to the item to be remembered the higher the likelyhood of recall
who came up with the encoding specificity principle
Tulving and Thompson 1973
describe an experimnet that was done for the encoding specificity principle
two groups
memorise words with categories
48 words and 12 categories
fruit-apple, fruit-orange
1) free recall = 40%
2) cued recall (cue=category) = 60%
what is context depending memory
improved recall of specific episodes or info when contextual cues (that relate to the memory) are the same during both memorising and recollection.
by whom context dependent forgetting research was done
Goden and Baddelley
describe context dependent forgetting research
scuba divers
learn set of words on the land or uderwater
were asked to recallthe list wither in the same place or different.
recall»_space;> when the contextual factors are the same
(water + water) (land+land)
what is state dependent memory
improved recall of specific episodes or info when cues relating to emotional and physical state are the same when memorising and recalling
who did an experiment about State dependent forgetting
Goodwin et al
what experiment about State dependent forgetting was about
-list of words
-either drunk or sober
-then asked to recaal either drunk or sobere
-recall was better when the state was kept the same
eval 1 top
retreival cues dont always work, or they work for limited amount of cases
eval 1 point
in all the experiments th elists of words represent uite a simple task
However, in reality iif you learn material for a subject e.g. Milgram’s experiment
you ar elearning about complex associations that are not easily being trigered by a cue.
outshining hypothesis : cues effectiveness is reduced by the presence of better cues.
Smith and Vela said: it is all largely eliminated when learning meaningful material
eval 1 tail
suggesting while use of retrival cues can explain instances of everyday forgetting (unlike interference)
they srill dont explain everything
eval 1 double
this reflects negatively on the real world application
as it cant explain forgetting when meaningful material is being learnt
then it cant be used for education system
as said earlier, it doesnt explain why
eval 2 top
the huge advantage is the wealth of research in that area
eval 2 point
icnluding lab, filed, natural and anecdotal
Tulving and Pearstone: lab, demonstrtaed the power of retreival cues,
Abernethy : field experimnet showed importance of context dependent learning among the group of students.
eval 2 tail
much of the evidnece have relevance to everyday memorising experineces
resulting in high ecol val
and therefor ethe usefulness of theories and research
eval 3 top
another disadvanatage of the theory is correletaion not causation
eval 3 point
Naine: calls it myth of encoding-retreival match
Baddeley; made similar observation
as it is impossible to test because it is circular
If a stimuli leads to retreival of a memory then it must have been encoded in memory. If it doesnt lead to retreival then it wasnt encoded at al
However the dificulty is that it is very difficult or rather impossible to test if a memory has been encoded, so it cant be prooved
eval 3 tail
therefore we cant assume that cues cause retreival, they are just being associated with retreival
