Retrieval Failure Theory of Forgetting

Question 1

Retrieval Failure

Answer 1

When the memory is still in the mind, but inaccessible, due to a lack of cues.

Question 2

Encoding Specificity Principle

Answer 2

If a cue is to help us recall information, it must be present both when we are coding the information and at retrieval. If the cues are absent at either stage, we may experience forgetting.

Question 3

State-Dependent Forgetting

Answer 3

How we are feeling in ourselves at the time of learning and retrieval - if this is different, this can lead to forgetting.

Question 4

Context-Dependent Forgetting

Answer 4

Whether the context/environment that we learn in matches or mismatches where we retrieve information.

Question 5

Cues

Answer 5

Anything in our environment that could be coded at the same time as the information.

Question 6

Which research supports context-dependent forgetting?

Answer 6

Godden and Baddeley (1975).

Question 7

Godden and Baddeley (1975) - Aim

Answer 7

To investigate context-dependent forgetting.

Question 8

Godden and Baddeley (1975) - Procedure

Answer 8

18 scuba divers were placed into four conditions:
1. Learn underwater, recall underwater.
2. Learn underwater, recall on land.
3. Learn on land, recall underwater.
4. Learn on land, recall on land.
They learned a list of 28 unrelated words. They were given a distractor task to write down 15 numbers. They were then asked to recall the list 24 hours later.

Question 9

Godden and Baddeley (1975) - Findings

Answer 9

Recall was about 50% better when learning and recall took place in the same environment.

Question 10

Godden and Baddeley (1975) - Conclusion

Answer 10

Provides support for context-dependent forgetting, as relevant cues improved recall.

Question 11

Godden and Baddeley (1975) - Strengths

Answer 11

• The environment was not artificial (for the scuba divers to be in water). This increases validity.
• The study was ethical.
• Distractor task was useful in preventing rehearsal.

Question 12

Godden and Baddeley (1975) - Limitations

Answer 12

• Not many people are scuba divers, this may mean the study is ungeneralisable, as context may depend on certain locations.
• Lacks control of extraneous variables, lowering validity.
• Lacks mundane realism.
• Lacks population validity.

Question 13

Which research supports state-dependent forgetting?

Answer 13

Carter and Cassaday (1998).

Question 14

Carter and Cassaday (1998) - Aim

Answer 14

To investigate state-dependent forgetting.

Question 15

Carter and Cassaday (1998) - Procedure

Answer 15

100 students were placed into four conditions:
1. Learn on antihistamine, recall on antihistamine.
2. Learn on antihistamine, recall on placebo.
3. Learn on placebo, recall on antihistamine.
4. Learn on placebo, recall on placebo.
After taking the tablets, students were given two minutes to remember a list of 20 words. The next day, they took another pill and recalled the words.

Question 16

Carter and Cassaday (1998) - Findings

Answer 16

Recall was significantly better when the participants internal state was the same at learning and at recall.

Question 17

Carter and Cassaday (1998) - Strengths

Answer 17

• The study was ethical.
• Controlled lab environment - good reliability due to standardised procedure.
• Good validity due to lab experiment, control of extraneous variables.

Question 18

Carter and Cassaday (1998) - Limitations

Answer 18

• Participants were not controlled between the two sessions of the experiment - any other medication could have been taken during this time.
• Individual differences in state, including emotions may affect results.
• Artificial environment, lacks ecological validity.
• Artificial task, lacks mundane realism and application to real-life.
• Lacks population validity, only students used.

Question 19

Retrieval Failure Theory - Strengths

Answer 19

• Supporting evidence of context-dependent forgetting - Godden and Baddeley (1975).
• Supporting evidence of state-dependent forgetting - Carter and Cassaday (1998).
• This theory is useful in real-life situations, such as studying, and police interviews. For example, in cognitive interviews, people are specifically asked to recall the environment they were in at the time.

Question 20

Retrieval Failure Theory - Limitations

Answer 20

• Limited testability - whether or not a cue has been encoded cannot be observed. All conclusions from research are based on assumptions.
• Testability - it is also difficult to entirely control research into memory, as we cannot fully prevent rehearsal, or extraneous variables from taking effect.
• Opposing theory - interferece theory of forgetting.
• Supporting evidence lacks population validity, and mundane realism, meaning they aren’t useful when applying them to real-life situations.