Memory: L5-7

Question 1

Interference theory

Answer 1

Forgetting occurs in the LTM due to two memories being in conflict. This can result in forgetting or distorting of one or both memories This is move likely il the memories are similar

Question 2

Definition of forgetting

Answer 2

The inability to access or recover information that has been previously stored in memory

Question 3

Proactive interference

Answer 3

When an old memory interferes/disrupts with the recall of a new memory

Question 4

Retroactive interference

Answer 4

When a new memory interferes/disrupts with an old memory

Question 5

Interference May be worse when memories are similar because

Answer 5

• In PI previously stared information rakes new information more difficult to store
• In RI new information overwrites previous remarries which are similar

Question 6

McGeoch and McDonald (1931)

Answer 6

Aim: to see if interference had an impact on forgetting

Method:
Task 1 -

Question 7

Strength of interference as an explanation for forgetting

Answer 7

Supported by many controlled lab studies such as McGeoch and McDonald, as well as realistic Studies such as Baddeley and Hitch (tested Rugby players on recalling names - everyday situation)

Question 8

Weaknesses of interference as an explanation for forgetting

Answer 8

Mainly gathered from lab studies that use unrealistic material eg consonant trigrams

The time between learning & recall is short - unrealistic

Tulving and Psotka found that interference can be overcome using cues (memories are stored in the LTM & forgetting comes from inaccessibility)

Question 9

Encoding specificity principle

Answer 9

The encoding specificity principle (Tulving, 1983) suggests that cues will help retrieval if the same cues are present at coding and retrieval

Question 10

Research supporting the role of the encoding specificity principle in improving recall:

Answer 10

Tulving and Pearlstone (1966) got participants to recall 48 words that belonged to one of 12 categories. As each word was presented it was preceded by its category (cue): Gem: sapphire, Gem: diamond, Gem: ruby.

Results: If the cue was then present at recall (gem) then overall recall for the 48 words was 60%. If the cue was not present then recall fell to 40%.

Conclusion: Retrieval of information stored in LTM is far better when there are cues to trigger the memory – supporting the idea of the encoding specificity principle

Question 11

Context-dependent forgetting

Answer 11

can occur when the environment during recall is different from the environment you were in when you were learning.

Question 12

Abernethy (1940)

Answer 12

A group of students were tested weekly but arranged in four different groups.

1. These students tested in their same teaching room with the same instructor
2. Students tested in their same teaching room but with different instructors.
3. Students were tested in different rooms but with the same instructor.
4. Students were tested in different rooms with different instructors.

Results

Those tested by the same instructor in the same room (group 1)performed best presumably because the familiar things (instructor and room) acted as memory cues.

However, Abernethy also found that ‘able’ students were least affected by the changes and the less ‘able’ students were the most affected