Memory - Explanations Of Forgetting Flashcards

1
Q

Interference

A

Tend to forget when two memories get confused with or become mixed with each other
The more similar information is, the more it is thought to lead to interference

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2
Q

Pro-active interference

A

When old memories affect new memories

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3
Q

Retro-active interference

A

When new memories affect old memories

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4
Q

McGeogh + McDonald

A

Participants learnt 10 words then learnt another list of words
The new list varied in similarity
Control group had no new list
Wanted to test retro-active interference
Forgetting the old list occurred most when the new list was similar to it

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5
Q

Limitations for interference

A

Use of artificial tasks to study memory
Lacks ecological validity

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6
Q

Supporting evidence for interference

A

Baddeley + Hitch:
Rugby players to try recall names of other rugby teams they’ve played during the season
The amount of time that had passed was not a key factor in their ability to recall
The number of games they had played was more significant in affecting their memory
Adds credibility

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7
Q

Overcoming interference

A

Tulving + Psotka:
Interference can be overcome by using cues
Gave participants 4 lists to remember after one another but recall got worse after every one
But when given the categories of each list, recall increased/improved
Interference causes a temporary loss of accessibility to memories that are still in LTM

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8
Q

Encoding specificity principle

A

Tulving:
The cues available at recall need to be the same specific cues that were there at learning when first encoding the memory

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9
Q

Context dependent forgetting

A

At recall, we lack the external cues that were present at learning - room we were in, layout of notes

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10
Q

State dependent forgetting

A

At recall, we lack the internal cues that were present at learning
Physiological (alcohol, drugs)
Psychological (mood, emotions)

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11
Q

Supporting evidence for cues

A

Golden + Baddeley:
Scuba divers tested on recall of a list of words in 4 conditions and learnt under 4 conditions
In water out of water
Recall was best for conditions when the list was recalled in the same place the it was learnt - same cues available

Carter + Cassady
If taking an antihistamine drug (had drowsy effects on people) affected recall
4 conditions, learnt with/without antihistamine and recalled with/without antihistamine
Recalled best when they were in the same internal state at recall and learning
Retrieval failure happened when they were in different states

Lowe:
P’s told to remember a set of locations when drunk/when sober and recall tested when drunk/sober
Best recall when state of recall was same as the state of learning

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12
Q

Evaluating research of cues

A

Weaknesses:
The context or state you are in when recalling a memory has to be dramatically different to the context/state you encoded the information in
Unlike the day-to-day experiences of forgetting
Doesn’t account why we might forget in circumstances that aren’t so dramatic

Strengths:
Application to real life - revision, make effective use of memorable cues -mnemonics
Improve accuracy of eyewitness testimonies - use of cues in cognitive interview

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