LS6 - Retrieval Failure Due To Absence Of Cues

Question 1

Retrieval Failure Due To Absence Of Cues

Answer 1

Suggests LTM can’t be accessed due to a lack of cues. When stored it’s associated with cues, so the same cues will trigger recall. This suggests forgetting is due to a lack of accessbility as opposed to availability.

Question 2

Encoding Specifity Principle

Answer 2

Sugests cues will help retrieve memories if the same cues present at coding are present at retrieval.

Question 3

2 Types Of Cues

Answer 3

Cues Linked Meaningfully To Memory e.g. STM helps remember STM.
Cues Linked Not Meaningfully To Memory e.g. context like weather or internal cues like how we were feelings.

Question 4

Encoding Specifity Principle Study

Answer 4

Tulving - Participants recalled 48 words in 12 categories, each was given a cue e.g. Gem –> Diamond. If the cue was presented at recall then 60% but if it wasn’t present then 40%.

Question 5

Encoding Specifity Principle Study Conclusion

Answer 5

Tulving - Retrieval of information from LTM is much better when cues present at coding are present at recall.

Question 6

Context Dependant Forgetting

Answer 6

When the environmnet during recall was different during coding, leading to a lack of retrieval.

Question 7

Context Dependant Research Support

Answer 7

Abnerthey - Groups tested in 4 conditions, testing in same room same instructor, testing in same room different instructor, different room same instructor and different room different instructor.

Question 8

Context Dependant Research Results

Answer 8

Abnerthey - Same room same instructor did best, however more ‘able’ students were less affected by any changes.

Question 9

Context Dependant Forgetting Evaluation

Answer 9

Real Life Contexts
May Be Dependant On Type Of Memory

Question 10

Real Life Contexts (Context Dependant Strengths)

Answer 10

Abnerthey’s study suggested that contexrt dependant forgetting extended to real life settings e.g. classroom.

Question 11

May Be Dependant On Type Of Memory (Context Dependant Weakneses)

Answer 11

When the experiement was repeated, participants were asked if they recognised the words, there was no difference in recall.

Question 12

State Dependant Research Support

Answer 12

Carter & Cassady gave participants anti-histamines and had to learn lists of words and later recall. 4 groups: recall and learn on drug, learn sober recall on drug, learn and recall sober, learn sober but recall on drug.

Question 13

State Dependant Results

Answer 13

Recall was best when state was same during learning and recall, suggesting when internal cues are absent, recall is worse.

Question 14

Overall Strengths

Answer 14

Range Of Research Support
Real Life Applications

Question 15

Overall Weaknesses

Answer 15

Retrieval Is More Than Cues
Difficult To Test

Question 16

Range Of Research Support (+)

Answer 16

Research is a range of situations (lab and natural) e.g. Godden & Badeley’s study wa an example of forgetting in a natural setting.

Question 17

Real Life Applications (+)

Answer 17

Suggests remembering things in the state you coded them in can improve memory recall. This has been applied in the cognitive interview were witnesses were asked to recall any context in order to be more accurate.

Question 18

Retrieval Is MOre Than Cues (-)

Answer 18

Retrieval can be linked to other things, research focussed on the recall of lists meaning it lacks ecological validity as we wouldn’t have to do it in real life.

Question 19

Difficult To Test (-)

Answer 19

As we don’t know what cues are meaningful to people and how they are encoded during learning.