memory - explanations for forgetting P1 Flashcards

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1
Q

what are the two types of interference?

A

proactive and retroactive interference

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2
Q

what is proactive interference?

A

where an older memory interfere with a newer one.

Eg. when learning a third new language the second language will interfere

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3
Q

what is retroactive interference?

A

where a new memory interfere with a older one

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4
Q

who investigated retroactive interference and how?

A

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

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5
Q

what were the findings of McGeoch and McDonald research?

A

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

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6
Q

what does McGeoch and McDonalds research conclude?

A

shows retroactive interference is strongest when content to be learned is very similar

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7
Q

who did research about proactive interference?

A

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

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8
Q

what does underwoods research conclude?

A

shows us how older memory interfers with newest because each list makes it more difficult to learn subsequent lists

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9
Q

what is a strength about explanation for forgetting: proactive interference and retroactive interference?

A
  • lots of evidence from lab experiments —> allow extraneous variables to be controlled which gives us confidence interference is an accurate explanation for forgetting
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10
Q

what is a criticism about explanation for forgetting: proactive interference and retroactive interference?

A
  • use lab experiments —> no ecological validity
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11
Q

what is a criticism about explanation for forgetting: proactive interference and retroactive interference?

A

doesn’t state whether interference causes a memory to disappear or whether interference is just temporary

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12
Q

what is a criticism about explanation for forgetting: proactive interference and retroactive interference?

A

ignores the influence of cues in forgetting —> other theories suggest that forgetting occurs because we don’t have a trigger for recall

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13
Q

what is a PA about explanation for forgetting: proactive interference and retroactive interference?

A

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.

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14
Q

what is the second explanation for forgetting?

A

retrieval failure due to absence of cues

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15
Q

what does context-dependant forgetting mean?

A

occurs if the environmental variables that were present when the learning took place are absent at recall —> external cues

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16
Q

what does state-dependant forgetting mean?

A

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

17
Q

who did research into the retrieval failure due to absense cues

A

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

18
Q

what were the findings of Goodwin et als research?

A

best recall was from pps who were sober during leaning and recall

19
Q

what is a strength about explanation for forgetting: retrieval failure due to absence of cues?

A
  • evidence from lab and fields experiments
20
Q

what is a criticism about explanation for forgetting: retrieval failure due to absence of cues?

A

supporting evidence has been carri d out in artificial situations where pps change their stage specifically for research

21
Q

what is a criticism about explanation for forgetting: retrieval failure due to absence of cues?

A

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

22
Q

what is a PA about explanation for forgetting: retrieval failure due to absence of cues?

A

students can apply to revision —> revising in room where exam is taking

23
Q

who else did research into the retrieval failure due to absence of cues? what did they do?

A

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

24
Q

what were the findings of tilling and pearlstone research?

A

40% of words recalled in free recall compared to 60% in categories recall