Explanations for forgetting Flashcards
proactive and retroactive interference and retrieval failure due to absence of cues
define interference
an explanation for forgetting which suggests we forget because our long term memories become disrupted by other information while it is coded
what are the 2 types of interference?
proactive and retroactive interference
define proactive interference
an explanation for forgetting which suggests old information already stored disrupts the recall of new information
proactive –> forward acting –> new memories are interfered with
define retroactive interference
an explanation for forgetting which suggests new information being stored disrupts with the recall of old information
retroactive –> backwards acting –> old memories are interfered with
interference is more likely to occur when…
the two pieces of information are similar - due to response competition
interference is less likely to occur when…
there is a large gap between the instances of learning
research evidence for retroactive interference
Schmidt et al (2000) investigated retroactive interference using the memory of childhood street names
11-79 year-olds were sent a questionnaire containing a map of the area around their old school without street names
found that the more times an individual moved home, the fewer street names recalled - negative correlation
suggests that the process of remembering new streets names interferes with the previously stored LTM of old streets making recall of older streets harder - provides evidence for retroactive interference
research evidence for proactive interference
Greenberg and Underwood (1950) asked PPs to learn 10 paired word lists and gave them 48hrs before recall - repeated 4x
found that the number of correctly recalled word pairs decreased the more word pairs had been learnt previously (65% for the 1st list –> 24% for the 4th list)
suggests that previously learnt word combinations caused confusion in the coding of later word lists, interfering with the accurate recall of these words lists - provides evidence for proactive interference
define cue dependant forgetting
information in LTM is forgotten due to absence of appropriate cues/prompts encoded at the same time - encoding specificity principle
what are the types of retrieval cues?
context-dependant cues
state-dependant cues
category-dependant cues
define context dependent cues
aspects of the external environment work as cues to memory (e.g. sights, sounds, smells) so being in a different place when trying to retrieve a memory would inhibit the memory as we lack environmental cues
research evidence supporting context-dependent cues
Godden & Baddeley (1975) studied divers, asking them to learn new material underwater or on land then tested their recall underwater or on land
findings: recall best when context was the same
suggests being in the same environment for both learning and recall aids recall by providing context cues
define state-dependent cues
aspects of our internal environment work as cues to memory (e.g. emotions, drugs) so being in a different emotional state would inhibit memory as we would lack state dependent cues
research evidence supporting state-dependent cues
Overton (1972) asked PPs to learn material drunk or sober then tested them drunk or sober
findings: recall was best when in the same internal state
suggests being in the same state for learning and recall aids recall by providing state-dependent cues
define category-dependent cues
providing cues that relate to the category of memories may aid recall as its easier to find a file if the draws are labelled
the most effective cues have fewer things associated with them
lack of category cues may inhibit memory
research evidence supporting category-dependent cues
Tulving & Pealstone (1966) asked PPs to learn 48 words using recall in any order or recall to match 12 4-word categories
findings: PPs recalled more in category condition
suggests that categories acted as cues and aided recall
evaluations for explanations for forgetting
+ real practical applications in developing effective revision strategies (context cues)
+ real life application in developing effective police technique - cognitive interviews
- limited explanation as interference and cue theory may only explain a temporary loss of information
- limited as it only explains forgetting when 2 sets of info are similar or learnt close together in time - fails to explain daily examples e.g. forgetting a bday
+ lab experiments - high internal validity due to control over extraneous variables making it easy to replicate
- lab experiments - lack external validity due to artificial nature of the experiment - interference may not occur to the same extent in real-life scenarios - lack mundane realism
