Retrieval failure Flashcards
what is context dependant forgetting
when familair contextual cues are not available at recall so recall becomes poorer
research of context dependant forgetting
abernathy, students were tested in the same room they were taight in with the same teacher, there scores where higher, some studnets tested in the same room but different teacher or different room different teacher
results of abernathys context reserach
students in unfamilair rooms and teachers performed the worst out of the group compared to other students , suggests familair things act as memory cues for individuals supoerior students remained unaffected
what is state dependant forgettting
not being able to recall certain information in one state but can in another
research of state dependant forgetting
Mental state at time of learning can also act as a cue, Goodwin reserach, volunteers read a list if words either drunk or sober and then had to recall 24 hours later
what are the two types of dependant forgetting
state dependant and context dependant
results of goodwins research
sober people could recall much easier than people who were drunk but now sober, participants had to get drunk again to recall, suggests information learned in a particulate state is only available in the same state as learned eg drunk
Who did the encoding specifity principle
Tulving and thompason 1973 and tulving and pearlstone 1966
research of Tulving and thomppson
memory is more effective if information present in encoding is available at time of retriveal
research of Tulving and pearl stone
looked at value of retriveal cues, asked to memorise a list with two different catorgies, iether given retrieval cues or werent, tnose with cues had 60% retirval while those with free recall was 40%
results of tulving and pearls tone
evidence that cues explicitly or implicitly learned have a meaningfull link and vcan trigger certain cues and memories.
limitation of retrieval failure
p- dont always work
e-information being learned is related to more than just cues , contect effects participants differently ,milgran found that learing about complex situations that are less easily triggered by cues is harder
strength of retrieval failure
Supported by Abernathy’s research, ought to be tested in the same room as revised in and learnt, however this is unrealistic would have to use imagination
also supported by smiths research, mental reinstatement was also effective as being in same room as retrival
limitation of retrieval failure
p- danger of circularity
e- critised relation between encoding and later retrieval is a correlation, cues do not always work
