Explanations For Forgetting Flashcards
Define interference.
Forgetting which occurs because one memory blocks another. This causes a memory to be distorted or forgotten.
Define proactive interference and give an example.
Where an older memory interferes with a newer one. For example if someone wanted to learn Spanish but learnt German in High school and could only recall German vocal.
Define retroactive interference.
Where a newer memory interferes with an older one. For example learning a new phone number and not being able to remember your old one.
Describe research into retroactive interference.
3 groups of pps were given the same list of 10 words (list A) to learn. Once they could recall these with 100% accuracy, they had an interval of 10 minutes where they learnt list B, which was different for each group. They then had to recall list A again. When list A and B had words of the same meaning, recall was 12%. When list B consisted of nonsense syllables, there was a 26% accuracy. When list b consisted of numbers, there was a 37% accuracy. This shows retroactive interference is strongest when content to be learned is similar.
Describe research into proactive interference.
Meta-analysis. He concluded that when pps are asked to learn lists of unrelated words their overall recall of new information declines with each successive list learned. For example, w ten or more lists, after 24 hours they recalled 20% of the last list they learned. If they learned one, they recalled 70% of it 24 hours later. Each list makes it more difficult to learn subsequent lists.
Give a strength of proactive and retroactive interference as an explanation for forgetting.
Supporting evidence w studies explained. Most of these studies show that both types of interferences are common ways to forget LTM info. Strength bc lab studies allow extraneous variables (eg using the same word lists when using independent group design) to be controlled, increasing confidence in cause and effect.
Give 2 criticisms of proactive and retroactive interference as an explanation of forgetting.
Meaningless stimulus in lab experiments such as unrelated word lists and pps have to recall info over short period of time. Not like real life.
Evidence that interference does occur in every day life but not often. It tends to only occur when two memories are similar. This is a problem bc interference can’t explain all forgetting.
Give a practical application of proactive and retroactive interference as an explanation of forgetting
Study found that recall and recognition of an advertisers message was impaired when pps were shown two adverts for competing brands in one week. This is a problem for advertisers bc of money. Knowledge of this theory led to strategies to reduce interference, such as exposing viewers to an advert multiple times a day rather than several times a week. There was success.
Define retrieval failure due to the absence of cues.
Memories cannot be recalled because the correct cues are not present. If the same cues are not present at recall as at the time when content was learned, recall will be poor.
What are cues?
Somethings that acts as a reminder than can be either meaningfully linked to content (sub-headings) or not meaningfully linked (context or state you were in). The idea is based on idea that forgetting is due to lack of accessibility rather than lack of availability.
Define context-dependent forgetting.
Occurs if the relevant environmental variables that were present when learning took place are absent at recall. These act as external cues.
Define state dependent forgetting.
Occurs in the absence of physical or psychological variables that were present during learning. These act as internal cues.
Describe research into retrieval failure where the cues are meaningfully linked.
Pps has to learn 48 words belonging to 12 categories where they were shown as word + category. The 2 conditions were free recall and categories as cues. 40% recall in free recall compared to 60% in category cue condition. This suggested the encoding specificity principle.
Define encoding specificity principle.
We are more likely to remember memories if information that was present during learning is also available at time of recall.
Describe research into retrieval failure where cues are non meaningfully linked, I.e state dependent forgetting.
Participants had to remember a list of words drunk (3x over UK limit) or sober, then recall them 24 hours late either drunk or sober. The best recall was from pps who were sober both times, but second best was pps who were drunk both times.
