Explanations Of Forgetting - Retrieval Failure

Question 1

Intro

Answer 1

Forgetting in LTM is due to retrieval failure (lack of accessibility rather than availability) this s failure to find item because of insufficient clues or cues

Question 2

The encoding specificity principle

Answer 2

TULVING - memory most effecting if info that wa present at the encoding is also available at time of retrieval
Closer to cue is to original item, the more useful it will be
PEARLSTONE - demonstrated value of retrieval cues - learn 48 words and 12 categories - had to recall or give cues
In free call 40% was recalled, cues 60% was recalled

Question 3

Context dependant forgetting

Answer 3

ALBERNETHY - arranged a group of students to be tested in same room and same teachers as when taught
Others were tested in a different room with unfamiliar teacher
Performed better When tested in same room - it acted as a cue

Question 4

State dependant forgetting

Answer 4

Mental state your in at time of learning can act as a cue
GOODWIN - males remember a list when drunk and sober - asked to recall list after 24h when some where sober and some were drunk again
Info learnt when drunk is more available when in same state later

Question 5

Ao3 - strength - lots of research support

Answer 5

P - examples of research show wealth of research evidence that has documented the importance of retrieval cues on memory
E - research includes lab,field and natural experiments and evidence thus has relevance to everyday memory experiences
E - supports retrieval failure on everyday life

Question 6

Ao3 - strength - real world application

Answer 6

P - obvious application to research is to use it to improve recall when you need to (exams)
E - abernethy’s research suggests you ought to revise in same room where you’ll take exam
E - use in everyday life with research support

Question 7

Ao3 - limitation - retrieval cues don’t always work

Answer 7

P - using retrieval cues not very effective in reality
E - issue is that the info you learn is related to a lot more than just cues - learn about complex associations that are less easily triggered by single cues. One cue is less effective by presence of better cues. Hard to learn meaning material from cues - you have to understand it.
E - not to say that retrieval cues are irrelevant to memories (many instances they do explain everyday forgetting) but they don’t explain everything