Memory - Booklet 3 Flashcards
define retrieval failure
-a form of forgetting
-it occurs when we don’t have the necessary cues to access a memory
-we need a suitable cue to access the memory
define cue
-a trigger of information that allows us to access a memory
-cues can be external (environment) or internal (mood/state)
what is the encoding specificity principle
memory is most effective if the information that is present at learning is also present at the time of retrieval
who proposed the encoding specificity principle
tulving and thompson
what happens the more cues a person is exposed to
the more likely they are to remember
describe the procedure for the study on context dependent forgetting
-divers learned a list of words either underwater or on land
-asked to recall the words either underwater or on land
1. learn on land, recall on land
2. learn on land, recall underwater
3. learn underwater, recall on land
4. learn underwater, recall underwater
describe the results on the study of context dependent forgetting
-accurate recall was 40% lower when the environmental contexts of learning and recall didn’t match
describe the conclusion on the study of context dependent forgetting
-accurate recall relies on environmental contexts of learning and recall matching
-when they don’t, the external cues available at learning are different from the ones at recall leading to retrieval failure
who conducted the study on context dependent forgetting
godden and baddeley
describe the procedure of the study of state dependent forgetting
-gave antihistamine drugs to their participants with a mild sedative effect (so slightly drowsy)
-creates an internal physiological state different from the normal state of being awake and alert
-participants had to learn lists of words and passages of prose and recall information
1. learn on drug, recall on it
2. learn on drug, recall off it
3. learn off drug, recall on it
4. learn off drug, recall off it
describe the results of the study into state dependent forgetting
-performance on memory test was significantly worse when there was a mismatch between internal state at learning and recall
describe the conclusion of the study into state dependent forgetting
-when internal cues are absent there is more forgetting
who conducted the study on state dependent forgetting
Carter and cassaday
limitation of context effects
(questioning context effects)
-context effects are actually not very strong, especially in real life
-different contexts have to be very different to see an effect eg land and water compared to different rooms
limitation of context effects
(recall versus recognition)
-may be related to the kind of memory tested
-when underwater experiment changed to a recognition test instead of recall= no context dependent effect
-presence or absence of cues only affects memory when its tested in a certain way
define interference theory
-forgetting because one memory blocks another, causing one or both memories to become distorted or forgotten
define proactive interference
-forgetting occurs when older memories we have previously stored disrupt the recall of newer memories
define retroactive interference
-forgetting occurs when newer memories we have stored disrupt the recall of older memories
when is interference worst
when memories or learning are similar
who conducted the study on the effects of similarity
mcgeoch and McDonald
procedure for effects of similarity study
-studied retroactive interference by changing the amount of similarity between two sets of materials
-participants learnt a list of 10 words until they could remember them with 100% accuracy
-then they learned a new list
-6 groups with different types of lists
1. synonyms to originals
2. antonyms to originals
3. words unrelated to original ones
4. consonant syllables
5. three digit numbers
6. no new list
findings of study on effects of similarity
-when the participants then recalled the original list of words, performance depended on the second list
-the most similar material (synonyms) produced worst recall
conclusion of study on effects of similarity
-interference is strongest when the memories are similar
evaluation of interference theory
(evidence from lab studies)
-demonstrated by many lab studies so is repeatable
-show both types of interference are likely to be common ways we forget information from LTM
-control effects of irrelevant influences so valid explanation for forgetting
evaluation of interference theory
(artificial materials)
-greater chance interference demonstrated in the lab than in real life
-stimulus used is artificial so lacks mundane realism
-using words rather than consonant syllables is more realistic
-lack ecological validity
