memory - explanations for forgetting P1 Flashcards
what are the two types of interference?
proactive and retroactive interference
what is proactive interference?
where an older memory interfere with a newer one.
Eg. when learning a third new language the second language will interfere
what is retroactive interference?
where a new memory interfere with a older one
who investigated retroactive interference and how?
McGeoch and McDonald
three groups of pps given same list of 10 words - list A to recall when they could recall 100% they had a 10 minute interval to learn list B each group had different words. they then had to recall list A again
what were the findings of McGeoch and McDonald research?
group 1 whose lists A and B had words with the same meaning 12% accurate
group 2 - B had no sense syllables 26% accurate
group 3 - B consisted of numbers 37% accurate
what does McGeoch and McDonalds research conclude?
shows retroactive interference is strongest when content to be learned is very similar
who did research about proactive interference?
Underwood :
uses meta analysis
ten or more lists - after 24 hours they recalled about 20% of the last list they learned —> the newest info
one list- after 24 hours they recalled 70% of what they had learned
what does underwoods research conclude?
shows us how older memory interfers with newest because each list makes it more difficult to learn subsequent lists
what is a strength about explanation for forgetting: proactive interference and retroactive interference?
- lots of evidence from lab experiments —> allow extraneous variables to be controlled which gives us confidence interference is an accurate explanation for forgetting
what is a criticism about explanation for forgetting: proactive interference and retroactive interference?
- use lab experiments —> no ecological validity
what is a criticism about explanation for forgetting: proactive interference and retroactive interference?
doesn’t state whether interference causes a memory to disappear or whether interference is just temporary
what is a criticism about explanation for forgetting: proactive interference and retroactive interference?
ignores the influence of cues in forgetting —> other theories suggest that forgetting occurs because we don’t have a trigger for recall
what is a PA about explanation for forgetting: proactive interference and retroactive interference?
adverts : led to strategies that may reduce interference such as showing the advert multiple times a day rather than just showing it several times throughout a week.
what is the second explanation for forgetting?
retrieval failure due to absence of cues
what does context-dependant forgetting mean?
occurs if the environmental variables that were present when the learning took place are absent at recall —> external cues
what does state-dependant forgetting mean?
occurs in the absence of physical and psychological variables that were present during the learning —> internal cues EG . the mood of a person during learning
who did research into the retrieval failure due to absense cues
investigated state dependent cues-
male students had to remember a list of words when they were drunk or sober and 24 hours later they had to recall words either sober or drunk
what were the findings of Goodwin et als research?
best recall was from pps who were sober during leaning and recall
what is a strength about explanation for forgetting: retrieval failure due to absence of cues?
- evidence from lab and fields experiments
what is a criticism about explanation for forgetting: retrieval failure due to absence of cues?
supporting evidence has been carri d out in artificial situations where pps change their stage specifically for research
what is a criticism about explanation for forgetting: retrieval failure due to absence of cues?
Baddeley
explanation is impossible to test—> cue must have been encoded at the time of learning and if it wasn’t it doesn’t lead to retrieval of a memory then it wasn’t encoded at that time of learning
what is a PA about explanation for forgetting: retrieval failure due to absence of cues?
students can apply to revision —> revising in room where exam is taking
who else did research into the retrieval failure due to absence of cues? what did they do?
tucking and pearl stone:
pps asked to learn 48 words in 12 categories. pps was either asked to either free recall or given categories as cues
what were the findings of tilling and pearlstone research?
40% of words recalled in free recall compared to 60% in categories recall
