Explanations for forgetting Flashcards
Retroactive interference RI
New information interfering with old information.
What are some examples of RI?
- Learning the Spanish word for ‘thank you’ (gracias) and then learning the Italian word for ‘thank you’ (grazie) and struggling to recall the Spanish word that you learned first.
- Changing your mobile number, when asked for your old number you struggle to remember it.
Proactive interference PI
Old information interfering with new information.
What are some examples of PI?
Learning the Spanish word for ‘thank you’ (gracias) and then learning the Italian word for ‘thank you’ (grazie) and struggling to recall the Italian word that you learned later.
Strengths of RI: McGeogh and McDonald
They found that when participants had learned a word list with 100% accuracy and were given one of a range of new lists to memorise; the more similar the new list was, the poorer the recall of the of the original list. It was concluded that strong memories can be disrupted by new learning if the new learning is very similar. This is positive as it supports the strong effects of RI.
Strength of PI: Underwood
Analysed multiple studies (meta-analysis), that when participants have to learn a series of word list they do not learn the lists given later on in the series as well as the lists given earlier on in the series. It was concluded hat the earlier word lists were disrupting the learning of the new material. This is positive as it supports the idea of proactive interference.
Problem with PI and RI: materials are meaningless.
This means that, although there is a large number of highly controlled lab studies showing clear evidence of RI and PI occurring, the materials do not reflect much of the the kinds of information we use our memory for in the real world. For example, remembering nonsense syllables or numbers does not reflect real-life memory activities where what we are trying to learn is often more meaningful and varied. This is a problem as the findings may not be representative of real life forgetting.
Context-dependent forgetting
Unable to retrieve a memory due to an absence of environmental triggers.
For example learning a fact in one classroom and struggling to remember it when asked to recall in a different classroom or until you’ve been given a prompt.
State-dependent forgetting
Unable to retrieve a memory due to being in a different mental state. For example learning info whilst upset and struggling to remember it when feeling happier.
Evidence to support context-dependent forgetting
Godden and Baddeley found that scuba divers who learned a word list either on land or underwater forgot most when the learning context did not match the retrieval context. This is positive as research supports the view that retrieval failure occurs in a range of contexts.
strength of research into forgetting: real world applications.
This means that the retrieval failure explanation can be used to reduce forgetting in the real world. Evidence for this comes from Smith who showed that just thinking of the room where you did the original learning was as effective as actually being in the same room at time of retrieval. This is positive because this theory may help people recall info more easily.
Evidence to support state spending forgetting comes from Goodwin et al.
They found the male volunteers who learned a list of words whilst drunk or sober forgot most when their learning state did not match their state on retrieval. It was concluded that state dependent fretting applies to degrees of intoxication as well as emotion. This is positive as there is evidence from a variety of different states for this explanation of forgetting too.
