Forgetting Explanations - retrieval failure + Eval

Question 1

what is retrieval failure

Answer 1

the inability to access memories from LTM

Question 2

even though LTM duration and capacity are potentially unlimited why does retrieval failure take place

Answer 2

there are no cues to trigger recollection of memories

Question 3

what is the cue theory known as

Answer 3

Encoding Specificity Principle (ESP)

Question 4

who came up with the ESP

Answer 4

Tulving and Thompson

Question 5

What is the ESP

Answer 5

memories are most efficient in the presence of cues

Question 6

what are cues

Answer 6

anything present during the encoding of memories

Question 7

Tulving and Pearlstone (1966)

Answer 7

= participants learn 48 words
- G1 = no cues (free recall) 40%
- G2 = cues recall 60%

Question 8

Tulving and Pearlstone conclusions

Answer 8

therefore RF is more likely during the lack of cues - especially ones with a meaningful link)

Question 9

Context and State dependent cues

Answer 9

someone’s emotional state / environment may act as cues

Question 10

Contextual scenario cues

Answer 10

any kind of contextual situation present during encoding = cues

Question 11

State dependent cues

Answer 11

similar mental state may prompt memory retrieval

Question 12

state dependence (Goodwin et al)

Answer 12

2 states
drunk and sober
4 conditions
1. learn sober - recall sober
2. learn sober - recall drunk
3. learn drunk - recall drunk
4. learn drunk - recall sober
found 1 best yet 3 =second best
consistent mental state = best

Question 13

Eval = good

Answer 13

• wide range of supporting research
  lab = clear cause and effect
  field = real life scenarios - ecological validity
• applicable - exams

Question 14

Eval = bad

Answer 14

• cues effectiveness = questionable
  more meaningful info ‘outshines’ simple cues
• ESP is not falsifiable - lacks scientific methodology

Question 15

Supporting research - context cues

Answer 15

Abernethy = students tested in 4 different conditions
1 = tested usual teaching room same teacher
2 = usual room different teacher
3 = different room same teacher
4= different room different teacher
same room / teacher = best results

Question 16

Supporting research - environmental cues

Answer 16

Godden and Baddeley = scuba divers learn and recall word list
1 = learn on land recall on land
2 = learn on land recall underwater
3 = learn underwater recall on land
4 = learn underwater recall underwater
best results = consistent environment

Question 17

what is the relationship between Interference and Retrieval Failure

Answer 17

RF occurs
interference disappears when there is a presence of cues - proves that information is never permanently lost but temporarily unavailable (I) however when there are cues info more likely recalled (no RF)