Explanations for forgetting Flashcards
Interference theory
Interference: forgetting because one memory blocks another, causing one or both memories to be distorted or forgotten.
Forgetting can occur when two pieces of information conflict with each other.
Info in LTM is permanent- forgetting in LTM is most likely because we can’t access memories even though they are available.
Interference between memories makes it harder for us to locate them and this is experienced as forgetting.
Types of interference:
Proactive interference- forgetting occurs when older memories, already stored, disrupt the recall of new memories.
Retroactive interference- forgetting when newer memories disrupt the recall of older memories already stored.
AO3- supporting research
Interference theory has supporting research from lab studies.
McGeoch and Mcdonald (1931) investigated retroactive interference by organising six groups of ppts who learnt different groups of words following the same first list. It was found that semantically similar words were recalled the worst.
This shows that these new words were retroactively interfering with the previous list, as the new memories were blocking the old ones.
AO3- limitation of supporting research
Due to this research being a lab study, it used artificial materials.
The study used random words with no meaning whereas in real life our memories have more personal value and meaning.
This is a limitation as the instance of forgetting may not occur in a naturalistic real life example, reducing the external validity of the study.
This could limit the credibility of interference theory.
AO3: nature of lab experiments
In lab experiments to investigate interference, they are designed so that the possibility of interference is maximised.
The time periods between learning and recalling lists are generally relatively short. A ppt may have to learn one list, a second 20 minutes later, and then recall them a few minutes later.
This is a limitation of interference theory as when we normally learn and remember information it is usually over a longer period of time.
AO3: real life studies
Real life studies have also considered interference effects.
Baddeley and Hitch (1977) asked rugby players to try and remember the names of teams they had played that season in order. They found an importance in the number of games they had played. A players recall of a team from three weeks ago was better if no matches had been played since then.
Thi shows that interference explanation can apply to a real life situation, as retroactive interference distorted the players memories.er
Encoding specificity principle
“the greater the similarity between the encoding event and the retrieval event, the greater the likelihood of recalling the original memory”
Comparison to interference theory
Old and new memories are involved in both. But, the similarity hinders retrieval in interference theory, but is fundamental to retrieval failure.
Cues
Some cues are linked to material in a meaningful way- a meaningful link or connection to help you remember it.
E.g. mnemonics- tools to help remember facts or a large amount of information. This can be a song, rhyme, acronym, image or a phrase to help remember a list of facts in a certain order.
Cue dependent forgetting
- context- external environmental cues (context dependent forgetting) e.g. classroom vs exam hall
- state- internal cues (state dependent forgetting)
AO3: practical application
The theory of retrieval failure has practical applications within the real world.
For example, memory boxes for people with dementia in care homes store cues for past memories and experiences that become a tool for retrieving these memories of their past.
This suggests that external cues are important in retrieving memories, due to the success of the memory box, and helps us to understand that we may experience retrieval failure when these are removed, adding credibility to the retrieval failure theory.
