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YEAR 2 Cognition > Motivated Forgetting > Flashcards

Motivated Forgetting Flashcards

1
Q

What are the 2 types of forgetting?

A

1) Incidental Forgetting
2) Motivated forgetting

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2
Q

Occurs without the intention to forget

This is known as…?

A

Incidental forgetting

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3
Q

What is incidental forgetting?

A

Occurs without the intention to forget

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4
Q

What is motivated forgetting?

A

Purposefully diminish access to memory (e.g., unwanted memories)

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5
Q

When people engage in processes or behaviours that intentionally diminish accessibility for some purpose

This is known as…?

A

Motivated forgetting

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6
Q

Forgetting triggered by motivations, but lacking conscious intention.

This is known as…?

A

Motivated forgetting

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7
Q

What is Superior Autobiographical Memory?

A

When people have an uncanny ability to retrieve memories by their precise date (mental time travel)

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8
Q

When people have an uncanny ability to retrieve memories by their precise date (mental time travel)

This is known as…?

A

Superior Autobiographical Memory

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9
Q

What are the 5 characteristics of Superior Autobiographical Memory?

A

1) Uncontrollable remembering

2) Feels as though the person relives the events they remember

3) Remembering is “automatic”, effortless, and not under conscious control

4) Cannot forget unpleasant memories

5) Memories can be distracting for everyday activities and general function

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10
Q

What is the disadvantage of Superior Autobiographical Memory?

A

You can’t forget unpleasant memories

Memories can be distracting for everyday activities and general function

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11
Q

Where is the Superior Autobiographical Memory phenomenon based in?

A

Between the prefrontal cortex and the hippocampus

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12
Q

What memory is based here?

Between the prefrontal cortex and the hippocampus

A

Superior Autobiographical Memory

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13
Q

What is the forgetting rate, according to Ebbinghaus?

A

Forgetting increases as time progresses BUT the rate of forgetting is different

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14
Q

Forgetting increases as time progresses BUT the rate of forgetting is different

Who proposed this?

A

Ebbinghaus

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15
Q

What did Ebbinghaus do to investigate forgetting rate?

List 3 points

A

1) He studied lists of nonsense syllables

2) He tested himself after various intervals from 21 minutes to 31 days

3) He discovered the forgetting curve

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16
Q

Who discovered the forgetting curve?

A

Ebbinghaus

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17
Q

What is the forgetting curve?

A

A curve that describes the rate of forgetting after variable intervals

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18
Q

What does the forgetting curve suggest about the relationship between time and forgetting?

A

It is a logarithmic relationship

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19
Q

According to the forgetting curve, what is the rate of forgetting?

List 3 points

A

1) Forgetting happens rapidly at first

2) But forgetting gradually slowed down over time

3) The rate of forgetting he exhibited was more logarithmic than linear

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20
Q

True or False?

There is more additional forgetting at longer intervals

A

False

There is less additional forgetting at longer intervals

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21
Q

Describe Meeter et al.’s (2005) study of forgetting rate of public events

List 3 points

A

1) Selected headlines in both newspapers and television broadcasts for each day over a four-year period

2) They thought of 1,000 questions about distinct and dateable events

3) They recruited 14,000 participants to complete an online study of recall and recognition for randomly chosen 40 events

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22
Q

Describe the results of Meeter et al.’s (2005) study of forgetting rate of public events

List 3 points

A

1) Similar to Ebbinghaus forgetting curve:

Recall: steep initial drop followed by slower forgetting rate

2) RECALL for events dropped from 60% to 30% in a year

3) RECOGNITION (recognising the answer from among options) for same events was less affected (60% to 50%)

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23
Q

Describe Bahrick et al.’s (1975) study of forgetting rate of personal events/information

List 2 points

A

1) Tested Ps ability to both recognize a face or a name from among a set of unfamiliar faces or names and to match up names with faces

2) 400 US high-school graduates were tested on recalling and recognising names of classmates after delays of up to 30 years.

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24
Q

Describe the results of Bahrick et al.’s (1975) study of forgetting rate of personal events/information

List 4 points

A

1) Recognition of classmates’ faces/names remained intact

2) Match up names with faces also unimpaired

3) Recall a name when given a person’s pictures (cued recall) was extensively impaired

4) Rate of forgetting was similar to Ebbinghaus forgetting curve

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25
Q

Describe Bahrick et al.’s (1984) study of forgetting of foreign language taught at university

List 2 points

A

1) Tested graduates attending annual alumni reunion

2) Observed if Ps forgot the language they learnt at university after 2 years of graduating

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26
Q

Describe the results Bahrick et al.’s (1984) study of forgetting of foreign language taught at university

List 2 points

A

1) Forgetting was rapid over 2 years but levels out after 2 years

2) There is little forgetting after 2 years for both people whom had acquired good level knowledge at a language and those with poor knowledge

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27
Q

What does the forgetting curve suggest about the way we forget?

List 2 points

A

1) It is as if forgetting occurs only up to a certain point, beyond which memory traces appear frozen.

2) For well-learned materials, the forgetting curve may flatten out after an initial period of forgetting and show little additional forgetting over long periods

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28
Q

Recognition is generally worse after delays than recall

True or False?

A

False

Recall is generally worse after delays than recognition

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29
Q

What does failure to recall suggest about our memory?

A

It does not necessarily mean that the memory is not stored anymore

Although some people fail to recall public events, when they are tested for the same events using recognition, they are able to recognise public events and successfully discriminate them from non-public events

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30
Q

What distinction needs to be considered when examining forgetting?

A

Distinction between availability and accessibility

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31
Q

Is the item in memory stored?

This is known as…?

a. Availability
b. Accessibility

A

a. Availability

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32
Q

Is the item accessible for retrieval?

This is known as…?

a. Availability
b. Accessibility

A

b. Accessibility

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33
Q

The item may by stored but not accessible

This is known as…?

a. Availability
b. Accessibility

A

b. Accessibility

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34
Q

The item may not have a memory trace any more (disappeared into oblivion)

This is known as…?

a. Availability
b. Accessibility

A

a. Availability

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35
Q

What is availability?

A

When the item may not have a memory trace any more (disappeared into oblivion)

Simply = The binary distinction indicating whether a trace is or is not stored in memory

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36
Q

What is accessibility?

A

When the item may by stored but not accessible

Simply = The ease with which a stored memory can be retrieved at a given point in time

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37
Q

The ease with which a stored memory can be retrieved at a given point in time

A

Accessibility

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38
Q

The binary distinction indicating whether a trace is or is not stored in memory

A

Availability

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39
Q

What are the 2 factors that discourage forgetting?

A

1) Better learning at the beginning (successful encoding and retrieval mechanisms)

2) Repeated attempts to retrieve – (testing effect/ generation effect)

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40
Q

Describe Linton’s (1975) study on the effects of testing on personal memories

List 3 points

A

1) For 5 years everyday, Linton noted 2 events that happened during the day

2) At various intervals, she randomly selects events she had recorded in her journal and tried to recall details from these memories

3) Some events were tested many times, some were rarely tested and some were never tested

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41
Q

Describe the results of Linton’s (1975) study on the effects of testing on personal memories

List 3 points

A

1) Events that were not retested at all over 5 years showed dramatic forgetting (65% events were forgotten)

2) Even a single test during the 5 year period was sufficient to reduce dramatic forgetting

3) Events that had more retests showed reduced forgetting

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42
Q

Events that had more retests showed reduced forgetting

What does this suggest?

A

The probability of remembering something depends on the number of times it has been retrieved or called to mind

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43
Q

What can potentially harm the process of remembering information?

A

Incomplete or inaccurate retrieval

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44
Q

Incomplete or inaccurate retrieval may lead to …?

A

Memory distortions

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45
Q

True or False?

All memories are equally vulnerable to forgetting at all points in their history

A

False

Not all memories are equally vulnerable to forgetting at all points in their history

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46
Q

What is Jost’s Law?

A

All else equal, older memories are more durable and forgotten less rapidly
than newer memories

Simply = When everything else is the same, older memories are more durable

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47
Q

All else equal, older memories are more durable and forgotten less rapidly than newer memories

Simply = When everything else is the same, older memories are more durable

This is known as…?

A

Jost’s law

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48
Q

Remembering personal events you’ve learned a long time ago but failing to remember something you learned last week is an example of…?

A

Jost’s law

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49
Q

According to Jost’s law, new memories are initially more ….?

A

Vulnerable to disruption/distortion until they are consolidated

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50
Q

According to Jost’s law, new memories are initially more vulnerable to disruption/distortion until they are….?

A

Consolidated

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51
Q

According to Jost’s law, if two memories are equally strong at a given time, then the (newer/older) of the two will be more durable and forgotten less rapidly.

A

Older

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52
Q

According to Jost’s law, if two memories are equally strong at a given time, then the older of the two will be ….?

List 2 points

A

1) More durable
2) Forgotten less rapidly

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53
Q

According to Jost’s law, it is widely believed that new traces are initially vulnerable to disruption until they are …?

A

Gradually stamped into memory

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54
Q

According to Jost’s law, it is widely believed that new traces are initially …….. until they are gradually stamped into memory

A

Vulnerable to disruption

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55
Q

What is consolidation?

A

The process that transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption

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56
Q

The process that transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption.

This is known as…?

A

Consolidation

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57
Q

The time-dependent process by which a new trace is gradually woven into the fabric of memory and by which its components and their interconnections are cemented together

This is known as…?

A

Consolidation

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58
Q

What happens during consolidation?

A

New memories from a fragile state are transformed into a more permanent state

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59
Q

What helps to stabilise memory?

A

Consolidation

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60
Q

True or False?

Consolidation always takes place in conscious environment

A

False

Sometimes it can take place without conscious environment

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61
Q

The process by which a consolidated memory restabilises again after being reactivated by reminders

This is known as…?

A

Reconsolidation

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62
Q

What is reconsolidation?

A

The process by which a consolidated memory restabilises again after being reactivated by reminders

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63
Q

After a retrieval or reactivation, a memory sometimes becomes vulnerable again and must restabilise

This is known as…?

A

Reconsolidation

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64
Q

What happens during reconsolidation?

A

A vulnerable memory goes through restabilising

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65
Q

During the reconsolidation period a memory is …?

A

Vulnerable to disruption

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66
Q

Which memory is more fragile?

a. Memory that is not consolidated

b. Memory that is consolidated

A

a. Memory that is not consolidated

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67
Q

What does reconsolidation help with?

A

Allows the memory system flexibility to update representations with new information

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68
Q

Memory is vulnerable to disruption until…?

A

The memory becomes independent of the hippocampus

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69
Q

Describe the consolidation & reconsolidation cycle?

List 6 points

A

1) Present event/encoding

2) Consolidation period

Memory is vulnerable to disruption (fragile)

3) Consolidated memory

Fragile memory becomes stabilised in our brain

4) Reconsolidation

When given a reminder/cue, memory becomes vulnerable again and must reconsolidate to be stabilised

5) Reconsolidated memory

Memory is stabalised

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70
Q

Personal memories, if retrieved periodically, are easy to forget

True or False?

A

False

Personal memories, if retrieved periodically, are quite resistant to forgetting

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71
Q

What are the 3 causes of incidental forgetting?

A

1) Trace decay
2) Context shifts
3) Interference

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72
Q

What is trace decay?

A

Memories weaken due to passage of time

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73
Q

What are context shifts?

A

Different cues are available now than the ones available at encoding

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74
Q

What is interference?

A

When similar memories hinder retrieval

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75
Q

Similar memories hinder retrieval

This is known as…?

a. Trace decay
b. Context shifts
c. Interference

A

c. Interference

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76
Q

Different cues are available now than the ones available at encoding

This is known as…?

a. Trace decay
b. Context shifts
c. Interference

A

b. Context shifts

77
Q

Memories weaken due to passage of time

This is known as…?

a. Trace decay
b. Context shifts
c. Interference

A

a. Trace decay

78
Q

Facts you learned in school fade out of memory

This is an example of…?

a. Trace decay
b. Context shifts
c. Interference

A

a. Trace decay

79
Q

After a biology lecture you forgot what your learned in chemistry lecture an hour before

This is an example of…?

a. Trace decay
b. Context shifts
c. Interference

A

c. Interference

80
Q

School is a completely different context than now

This is an example of…?

a. Trace decay
b. Context shifts
c. Interference

A

b. Context shifts

81
Q

It is not the time itself that makes you forget but the context that you encoded the info and later had to recall the info in

This is known as…?

A

Context shifts

82
Q

What info acts as interference?

A

Other bits of info you’ve accumulated that hinders the access for the target memory

83
Q

The phenomenon in which the retrieval of a memory can be disrupted by the presence of related traces in memory

This is known as…?

A

Interference

84
Q

Many investigators favor the view that trace decay partially determines the loss of information from …?

List 2 points

A

1) Verbal working memory
2) Visual working memory

85
Q

According to trace decay, how do memories become forgotten?

A

Memories gradually weaken because of the mere passage of time

86
Q

What 2 things are especially prone to decay?

A

1) Priming
2) Familiarity

87
Q

How does decay affect memories?

List 2 ways

A

1) A memory’s activations fade, but the memory itself is intact (stored & available but inaccessible) as activation levels diminishes over time

2) The memory itself and its elements (i.e., its associations) degrade along with its activity level

88
Q

How can trace decay be explained on a biological basis?

List 2 ways

A

1) Synaptic connections degrade and neurons die as time goes by = Memories may die or fade in the same way

2) Neurogenesis (growth of new neurons, esp in the hippocampus = structure is remodeled and its connections are gradually modified, detrimental to retain memory

89
Q

How can Neurogenesis (growth of new neurons) be good for memory?

A

Good for new learning and generation of new associations

90
Q

How can Neurogenesis (growth of new neurons) be bad for memory?

A

Bad for older memories retained in hippocampus

Simply = New neurons change the pattern of communication between hippocampal neurons making the original pattern of firing present during encoding hard to recreate at retrieval

91
Q

Behaviourally it is difficult to prove trace decay

True or False?

A

True

92
Q

What are the 2 important factors that cannot be controlled when attributing forgetting to decay?

A

1) Rehearsal

2) Interference from new experiences

93
Q

What are alternative factors of incidental forgetting?

A

Correlates of time

94
Q

Forgetting may not be caused by the passage of time itself but by a correlate of time

What does this mean?

A

Similarity between encoding and retrieval context may explain forgetting

95
Q

What is contextual fluctuation?

List 3 points

A

1) As time progresses, changes in context become greater, on average because the world changes and we change.

2) Incidental context differs more between retrieval and encoding over time

3) Incidental context is less similar to the remote past than more recent past

96
Q

As time progresses, changes in context become greater, on average because the world changes and we change.

Incidental context differs more between retrieval and encoding over time

Incidental context is less similar to the remote past than more recent past

This is known as…?

A

Contextual fluctuation

97
Q

List 4 characteristics of interference

A

1) Similar traces/memories impede retrieval

Simply = New, similar memories compete with existing memories in our brain

2) It is difficult to discriminate between them

3) Similar memories accumulate more over time

4) Whenever the cue that can be used to access a memory becomes associated with other memories

98
Q

1) Similar traces/memories impede retrieval

Simply = New, similar memories compete with existing memories in our brain

2) It is difficult to discriminate between them

3) Similar memories accumulate more over time

4) Whenever the cue that can be used to access a memory becomes associated with other memories

These are attributes of…?

A

Interference

99
Q

What is the competition assumption?

A

Memories associated to a shared cue automatically impede retrieval (classified as forgotten) when the cue is presented

100
Q

Memories associated to a shared cue automatically impede retrieval (classified as forgotten) when the cue is presented

This is known as…?

A

Competition assumption

101
Q

What does a cue do?

A

It activates all associates

102
Q

It activates all associates

This is known as…?

A

A cue

103
Q

What do activated associates compete for?

A

Access to consciousness

104
Q

What hinders access to target memory?

A

Competitors

105
Q

Describe how competition assumption takes place

List 3 points

A

1) A cue activates all associates (more or less)

2) The activated associates compete for access to consciousness

3) Competitors hinder access to target memory

106
Q

Why does interference occur?

A

Because of the negative effect of having competitors

107
Q

The negative effect of having competitors is known as…?

A

Interference

108
Q

Interferences increases with…?

A

The number of competitors a target memory has

109
Q

Cue = People I met on the 1st day of uni

You can recall a lot of names at the top of your head. This includes names of people you met after or before the 1st day at uni.

These names hinder memory for the target memory

This is an example of…?

A

Competition assumption

110
Q

What is a phenomenon that supports the competition assumption?

A

Cue-overload principle

The tendency for recall to decrease with the number of to-be-remembered items paired with the same cue

111
Q

Cue-overload principle

The tendency for recall to decrease with the number of to-be-remembered items paired with the same cue

What does this phenomenon support?

A

Competition assumption

112
Q

As a cue becomes attached to too many things, its capacity to access any one trace is ….?

A

Compromised

113
Q

Forgetting caused by encoding new traces into memory in between the initial encoding of the target and when it is tested

Impairs the ability to recall ones farther back in time

Simply = Newer memory hinders the retrieval of older target memories

This is known as…?

A

Retroactive interference

114
Q

What is retroactive interference?

A

Forgetting caused by encoding new traces into memory in between the initial encoding of the target and when it is tested

Impairs the ability to recall ones farther back in time

Simply = Newer memory hinders the retrieval of older target memories

115
Q

Does retroactive interference affect older or newer memories?

A

Older

116
Q

The tendency for earlier memories to disrupt the retrievability of more recent memories

Simply = Older memory hinders access to a more recent target memory

This is known as…?

A

Proactive interference

117
Q

What is proactive interference?

A

The tendency for earlier memories to disrupt the retrievability of more recent memories

Simply = Older memory hinders access to a more recent target memory

118
Q

Does proactive interference affect older or newer memories?

A

Newer

119
Q

When we fail to recall our new password because our old one intrudes during recall, refusing to be ignored or abandoned simply because it is out of date.

This is an example of…?

a. Proactive interference
b. Retroactive interference

A

a. Proactive interference

120
Q

Describe a study investigating retroactive interference

List 2 points

A

1) Retroactive interference task: Ps learn two lists of word pairs, one after the other.

List 1 —> List 2 (related pairs) –> Test on List 1

2) A control group skips second-list learning.

List 1 —> Filler activity —> Test on List 1

121
Q

1) Retroactive interference task: Ps learn two lists of word pairs, one after the other.

List 1 —> List 2 (related pairs) –> Test on List 1

2) A control group skips second-list learning.

List 1 —> Filler activity —> Test on List 1

Describe the results of this study (List 3 points)

A

1) Introducing a new (second) memory impairs recall of a first memory (especially if they are similar)

2) There is especially strong interference if the two lists share cues

3) More training/practice on the second list results in a decline in memory for the first list

122
Q

There’s greater interference when…?

List 2 points

A

1) Target words are similar to competitors

2) More confusion between the word lists

123
Q

True or False?

Every type of intervening experience impairs memory

A

False

Not every type of intervening experience impairs memory – the experience needs to be similar

124
Q

Describe the study by Baddeley & Hitch (1977) investigating retroactive interference in realistic memories

List 2 points

A

1) Rugby players asked to recall the names of teams they played earlier in the season

2) Some players missed certain games, allowing discrimination of forgetting due to decay (time) vs interference from intervening games

125
Q

Describe the results of study by Baddeley & Hitch (1977) investigating retroactive interference in realistic memories

List 3 points

A

1) Time was not good predictor of forgetting

2) Forgetting increased with the number of intervening games since the target memory rather than trace decay

3) Their memory of having played a whole rugby game could be made less accessible simply because they have played many rugby games since then

126
Q

Their memory of having played a whole rugby game could be made less accessible simply because they have played many rugby games since then

This is an example of…?

A

Retroactive interference

127
Q

Their memory of having played a whole rugby game could be made less accessible simply because they have played many rugby games since then

What does this suggest?

A

Forgetting increased due to interference rather than trace decay

128
Q

Forgetting was due to interference rather than decay.

New rugby games interfere with previous ones – making them less accessible

What does this demonstrate?

A

It demonstrates the tendency for recent events to interfere with memory of similar events from the past

129
Q

The tendency of older memories to interfere with retrieval of recent experiences and knowledge

This is known as…?

A

Proactive interference

130
Q

The number of previous learning experiences (e.g., lists) determine the rate of forgetting of new ones

This is known as…?

A

Proactive interference

131
Q

Proactive interference is more severe for…?

a. Recognition
b. Recall
c. Visual retention
d. Reading

A

b. Recall

132
Q

Describe a study investigating proactive interference

List 2 points

A

1) Ps learned two lists of word pairs

List 1 –> List 2 –> Test on List 2

2) A control group skips first-list learning

Filler activity –> List 2 –> Test on List 2

133
Q

1) Ps learned two lists of word pairs

List 1 –> List 2 –> Test on List 2

2) A control group skips first-list learning

Filler activity –> List 2 –> Test on List 2

What were the results of this study? (List 2 points)

A

1) Target memory was more vulnerable to forgetting if there were lists of words presented before the target memory

Simply = List-Two memory decreases as the number of prior lists increases

2) Proactive interference is more severe for recall than recognition

134
Q

What are other causes of forgetting?

A

Part-set cuing impairment

135
Q

The tendency for recall to be impaired by the provision of retrieval cues drawn from the same category of items in memory

Simply= cuing is detrimental to memory performance

This is known as…?

A

Part-set cuing impairment

136
Q

What is part-set cuing impairment?

A

The tendency for recall to be impaired by the provision of retrieval cues drawn from the same category of items in memory

137
Q

The tendency for the presence of some items as retrieval cues (like the CDs on display in the storefront) to impair one’s ability to retrieve other items within the same set (the desired CD)

This is an example of…?

A

Part-set cuing impairment

138
Q

Based on part-set cuing impairment, what happens to memory retrieval if hints that are similar to the target memory are provided?

A

Target memory retrieval becomes impaired

139
Q

How does part-set cuing impairment work?

List 2 points

A

1) Presenting similar items as cues, strengthens their association to the cue

2) Competition for non-cues increases –> memory worsens

140
Q

When presenting part of a set of items (e.g., a category, a mental list of movies you want to rent) hinders your ability to recall the remaining items in the set.

This is an example of…?

A

Part-set cuing impairment

141
Q

Cues = Colleague’s name

Part-set cues = Ian, Garry, Rose

Target cue = …..

This is an example of…?

A

Part-set cuing impairment

142
Q

Why does providing cues worsen retrieval for target memory, according to part-set cuing impairment?

A

Because similar cues drawn from the same pool of memories have strengthened associations with part-set cues (competitors) and a weakened association with the target memory

143
Q

Similar cues drawn from the same pool of memories have strengthened associations with part-set cues (competitors) and a weakened association with the target memory

This is known as…?

A

Part-set cuing

144
Q

Selective/partial retrieval can harm recall of other memories related to the retrieved item compared to baseline items for which no related items had been retrieved

This is known as…?

A

Retrieval-Induced Forgetting (RIF)

145
Q

What did Slamecka’s (1968) study conclude about part-set cuing?

A

Providing cues (i.e. competitor items) reduced recall for the non-cued items (i.e. targets)

146
Q

What is Retrieval- Induced Forgetting (RIF)?

A

When selective/partial retrieval can harm recall of other memories related to the retrieved item compared to baseline items for which no related items had been retrieved

147
Q

Selective/partial retrieval can harm recall of other memories related to the retrieved item compared to baseline items for which no related items had been retrieved

This has important implications for learning and studying

How?

A

Selective retrieval may contribute to more severe forgetting for information that is not practiced/retrieved

148
Q

Selective retrieval may contribute to more severe forgetting for information that …?

A

Is not practiced/retrieved

149
Q

Describe Anderson et al.’s (1994) study on retrieval-induced forgetting

List 3 points

A

1) Ps first study verbal categories, like FRUITS, DRINKS, and TREES for a later memory test

2) Ps were asked to repeatedly recall some of the examples that they just studied, from some of the categories.

3) Following this “retrieval practice,” a test is given in which Ps are asked to recall all examples that they remember seeing from every category

150
Q

Describe the results of Anderson et al.’s (1994) study on retrieval-induced forgetting

List 2 points

A

1) Ps clearly recalled the examples that they practiced quite well

2) But also recall the remaining unpracticed examples (e.g., FRUIT-BANANA), compared to unpracticed items from baseline categories that are also studied, but none of whose examples receive retrieval practice (e.g., DRINKS-SCOTCH).

Simply = Non practiced items had a substantial increase in forgetting compared to the control group

151
Q

Ps recall the remaining unpracticed examples (e.g., FRUIT-BANANA), compared to unpracticed items from baseline categories that are also studied, but none of whose examples receive retrieval practice (e.g., DRINKS-SCOTCH).

What does this indicate?

A

Relative to baseline, practice facilitates recall of the practiced items, whereas unpracticed items from practiced categories suffer retrieval-induced forgetting

152
Q

Describe Shaw et al.’s study on Retrieval-Induced Forgetting implications

List 2 points

A

Crime scene interrogations

1) Study Phase = Watch a slideshow of a crime scene (a party where objects were stolen)

2) Retrieval Practice Phase = Interrogate subjects about some of the objects in the slideshow

153
Q

Crime scene interrogations

1) Study Phase = Watch a slideshow of a crime scene (a party where objects were stolen)

2) Retrieval Practice Phase = Interrogate subjects about some of the objects in the slideshow

What was the result of this study?

A

Interrogating people about some stolen items impaired memory for related items

154
Q

Interrogating people about some stolen items impaired memory for related items

What did this conclude?

A

Retrieval-Induced Forgetting may have important implications for how witnesses should be questioned

155
Q

What is the advantage of Retrieval?

A

Retrieval (e.g., testing effect/retrieval practice) can be beneficial for strengthening memories

156
Q

Retrieval (e.g., testing effect/retrieval practice) can be beneficial for ….?

A

Strengthening memories

157
Q

What is the disadvantage of Retrieval?

A

Selective strengthening (i.e., incomplete retrieval)

The benefits may diminish as it causes forgetting of other related things

158
Q

Simply asking a witness about the haircut of one perpetrator makes them more likely to forget what colour trousers they wore, or even the haircut of a second perpetrator

This is an example of…?

A

Retrieval-Induced Forgetting

159
Q

What are the 2 main interference mechanisms?

A

1) Associative blocking
2) Associative unlearning

160
Q

What is associative blocking?

A

When a cue fails to elicit a target trace because it repeatedly elicits a stronger competitor, leading people to abandon efforts to retrieve target

Simply = When a cue elicits a stronger competitor, leading us to helplessly perseverate on something that we know to be incorrect.

161
Q

When a cue fails to elicit a target trace because it repeatedly elicits a stronger competitor, leading people to abandon efforts to retrieve target

Simply = When a cue elicits a stronger competitor, leading us to helplessly perseverate on something that we know to be incorrect.

This is known as…?

A

Associative Blocking

162
Q

What are the 4 examples of Associative Blocking?

A

1) Tip-of-the-Tongue
2) Retroactive interference
3) Part-set cuing
4) Cue overload

163
Q

Which of these are examples of Associative Blocking?

a. Retroactive interference
b. Retrieval-Induced Forgetting
c. Part-set cuing
d. Tip-of-the-Tongue
e. Recall
f. Cue overload

Select all that apply

A

a. Retroactive interference
c. Part-set cuing
d. Tip-of-the-Tongue
f. Cue overload

164
Q

What is cue overload?

A

When there’s more associates, there’s more likely a wrong answer to intrude

165
Q

When there’s more associates, there’s more likely a wrong answer to intrude

This is known as…?

A

Cue overload

166
Q

What is Associative Unlearning?

A

Associative bond linking a stimulus to a memory trace is punished by weakening it after being retrieved in error

Difficult to demonstrate empirically

167
Q

Associative bond linking a stimulus to a memory trace is punished by weakening it after being retrieved in error

Difficult to demonstrate empirically

This is known as…?

A

Associative Unlearning

168
Q

When cue is blocked for competitors but not for target memory

This is known as…?

a. Associative blocking
b. Associative unlearning

A

a. Associative blocking

169
Q

When cue for a memory is unlearned as a punishment for retrieval error

This is known as…?

a. Associative blocking
b. Associative unlearning

A

b. Associative unlearning

170
Q

What are the 2 examples of Associative Unlearning?

A

1) Retroactive interference
2) Retrieval-Induced Forgetting

171
Q

Which of these are examples of Associative Unlearning?

a. Retroactive interference
b. Retrieval-Induced Forgetting
c. Part-set cuing
d. Tip-of-the-Tongue
e. Recall
f. Cue overload

Select all that apply

A

a. Retroactive interference
b. Retrieval-Induced Forgetting

172
Q

Suppose that you try to retrieve the new password to your email account.

If you recall your old password and realise the mistake, the association between the cue “password” and the original password details will get weakened, decreasing the chances that it will pop up again in the future

If the old password is punished often enough, the association may grow so weak that the cue “password” will no longer activate that target.

This is an example of..?

a. Associative blocking
b. Associative unlearning

A

b. Associative unlearning

173
Q

Why does forgetting happen?

A

To control retrieval in the face of competition

174
Q

True or False?

Forgetting can be an active process

A

True

175
Q

How does forgetting facilitate future retrieval attempts of practiced/ strengthened
memories?

A

By inhibiting competitors

176
Q

In what case can we say forgetting is beneficial?

A

When it facilitates future retrieval attempts of practiced/ strengthened
memories by inhibiting competitors

177
Q

What behaviour does forgetting help induce?

List 2 points

A

1) Goal-directed behaviour
2) Decision-making

178
Q

What is inhibition?

A

When memories that are not useful anymore are removed

179
Q

When memories that are not useful anymore are removed

This is known as…?

A

Inhibition

180
Q

True or False?

Memory should be viewed as a means for high- fidelity transmission of information

A

False

Memory should not be viewed as a means for high- fidelity transmission of information

181
Q

The goal of memory is to…?

A

Guide intelligent decision- making

182
Q

What 2 beneficial things does forgetting allow us to do?

A

1) Exhibit flexible behaviour

2) Generalise past events to new experiences

183
Q

Forgetting is not necessarily a failure of memory but may represent an investment in a more…?

A

Optimal mnemonic strategy

184
Q

……. makes memories more resistant to forgetting

A

Consolidation

185
Q

Apart from decay, what 2 other factors may contribute to forgetting?

A

1) Context shifts
2) Interference

186
Q

Remembering can cause forgetting

This is known as…?

a. Retrieval induced forgetting
b. Part-set cuing

A

a. Retrieval induced forgetting

187
Q

When part of set is presented disrupts retrieval of the remaining

This is known as…?

a. Retrieval induced forgetting
b. Part-set cuing

A

b. Part-set cuing

188
Q

Forgetting can be adaptive in order to increase …?

A

Cognitive efficiency

YEAR 2 Cognition (9 decks)

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