L9 - Forgetting: Retrieval Failure Theory Flashcards
what is RETRIEVAL FAILURE?
RETRIEVAL FAILURE argues that FORGETTING OCCURS IN THE ABSENCE OF APPROPRIATE RETRIEVAL CUES.
When information is INITIALLY PLACED IN MEMORY, DATA ASSOCIATED WITH THIS INFORMATION is STORED AT THE SAME TIME.
If these RETRIEVAL CUES are NOT AVAILABLE AT THE TIME OF RECALL, it may make it appear as if you have forgotten the information when in fact you just cannot access it at that time - this describes TULVING’S ENCODING SPECIFICITY PRINCIPLE.
what are RETRIEVAL CUES?
Some RETRIEVAL CUES are LINKED TO THE MATERIAL that needs to be remembered in a MEANINGFUL WAY, e.g ANAGRAMS can lead people to RECALL ALL SORTS OF INFORMATION about a topic.
Other RETRIEVAL CUES are CODED AT THE SAME TIME of LEARNING BUT NOT IN A MEANINGFUL WAY
what are the TWO TYPES OF RETRIEVAL CUES?
1) CONTEXT CUES
2) STATE CUES
What are CONTEXT CUES?
The ENVIRONMENT IN WHICH MATERIAL IS LEARNT can ACT AS A RETRIEVAL CUES.
This means that if you TRY TO RECALL INFORMATION in the SAME ENVIRONMENT THAT YOU LEARNT THE INFORMATION your RECALL WILL BE BETTER.
If you are NOT IN THE SAME CONTEXT AT RETRIEVAL as you were at CODING then FORGETTING CAN OCCUR.
what are STATE CUES?
an individuals PHYSICAL STATE (e.g mood) CAN AFFECT THEIR RECALL. Research studies suggest that RECALL IS FACILITATED IF PEOPLE HAVE A SIMILAR PHYSICAL STATE AT RECALL as when the information was CODED.
If you are NOT IN TE SAME PHYSICAL STATE AT RECALL as when you LEARNT THE INFORMATION then you might FAIL TO ACCESS THE INFORMATION
+ ABERNETHY (RETRIEVAL FAILURE)
+ ABERNETHY demonstrated the IMPORTANCE OF CONTEXT DEPENDENT CUES.
They tested pps RECALL using a MIXTURE OF FAMILIAR AND UNFAMILIAR INSTRUCTORS and TEACHING ROOMS.
Pps tested by a FAMILIAR INSTRUCTOR, in a FAMILIAR ROOM, PERFORMED THE BEST because the INSTRUCTOR AND ROOM ACTED AS RETRIEVAL CUES
+ GODDEN AND BADDELEY (RETRIEVAL FAILURE)
+ GODDEN AND BADDELEY also demonstrated the IMPORTANCE OF CONTEXT DEPENDENT CUES.
They ASKED DIVERS TO LEARN and RECALL WORD LISTS on either DRY LAND or UNDERWATER.
Results showed that words LEARNT AND RECALLED IN THE SAME CONTEXT were BETTER REMEMBERED as there were RETRIEVAL CUES TO HELP THEM REMEMBER THE WORDS
+ DARLEY ET AL (RETRIEVAL FAILURE)
+ DARLEY ET AL showed the IMPORTANCE OF STATE DEPENDENT CUES.
They found that PPS WHO HID MONEY IN A LARGE WAREHOUSE while UNDER THE INFLUENCE OF CANNABIS were MORE LIKELY TO RECALL THE HIDING PLACE when in a SIMILAR DRUGGED STATE
+ PRACTICAL APPLICATIONS (RETRIEVAL FAILURE)
+ RETRIEVAL FAILURE has PRACTICAL APPLICATIONS.
Whenever possible, STUDENTS SHOULD LEARN/REVISE IN THE SAME ROOM WHICH THEY WILL TAKE THEIR FINAL EXAMS
- BADDELEY (RETRIEVAL FAILURE)
- BADDELEY argues that the INFLUENCE OF RETRIEVAL CUES is NOT ACTUALLY VERY STRONG.
In REAL LIFE, we OFTEN RECALL SOMETHING IN A DIFFERENT CONTEXT to WHERE WE LEARNT IT.
E.g students don’t take their GCSEs in the CLASSROOM WHERE THEY LEARNT the information they need for the exam
