Theories of forgetting (Interference and Retrieval Failure)

Question 1

Define Interference

Answer 1

Two pieces of information conflicting with each other

Question 2

What is Proactive interference

Answer 2

Older memories disrupt newer ones

Question 3

What is retroactive interference

Answer 3

Newer memories disrupt older ones

Question 4

How does similarity affect interference

Answer 4

Learning similar lists of words produced the most interference and the most forgetting (Mcgeoch and McDonald)

Question 5

How does forgetting occur in LTM

Answer 5

Because we can’t get access to the memory even though they are available

Question 6

Give an evaluation of interference (strength)

Answer 6

Baddeley and Hitch (1977) - Asked rugby players to recall names of teams they had played against in a season. As not all players played the same number of games they could look for differences. Those who played the most games had poorest recall (most interference). Therefore, interference does operate in some real world situations, increasing validity.

Question 7

Give an evaluation of interference (Weakness)

Answer 7

Interference only explains forgetting when two sets of information are similar and learnt close together in time. This means the theory struggles to explain many day to day examples of forgetting e.g. forgetting someones birthday.

Question 8

What is retrieval failure

Answer 8

When a memory is available but not accessible

Question 9

What is a cue

Answer 9

A trigger that enables access to memories

Question 10

What is Tulving’s Encoding Specificity Principle (ESP)

Answer 10

Forgetting occurs if cues at encoding and retrieval are different or absent

Question 11

What are meaningful cues

Answer 11

Cues that trigger retrieval of more information e.g. letters ‘STM’

Question 12

What are meaningless cues

Answer 12

Other cues encoded at time of learning (external context and internal state) e.g. location or mood

Question 13

What study covers context dependent forgetting

Answer 13

Godden and Baddeley’s study of deep-sea divers: recall in environment different from where learning took place

Question 14

What study covers state dependent forgetting

Answer 14

Carter and Cassady’s study of hay-fever medication: Physical or psychological state different from when learning took place

Question 15

What is context dependent forgetting

Answer 15

Recall depends on an external cue like weather, or location

Question 16

What is state dependent forgetting

Answer 16

Recall depends on internal cues e.g. feeling upset, being drunk

Question 17

What were the four conditions of Godden and Baddeley’s deep sea diver study

Answer 17

1)Learn on land - Recall on Land 2)Learn On land - Recall underwater 3)Learn Underwater - recall on land 4)Learn Underwater - recall underwater

Question 18

What were the findings of Godden and Baddeley’s deep sea diver study

Answer 18

Accuracy was 40% lower in condition 2-3 (mismatched context). Retrieval failure was because of the absence of context dependent cues at the time of recall.

Question 19

What were the four conditions of Carter and Cassaday’s anti - histamine study.

Answer 19

1) Learnt on anti - histamine - Recalled on anti - histamine 2) Learnt on anti - histamine - Recalled on placebo 3) Learnt on placebo - recalled on anti - histamine 4) Learnt on placebo - Recalled on Placebo

Question 20

What were the findings of Carter and Cassaday’s anti - histamine study.

Answer 20

When in concurrent state retrieval is best. When in disparate state retrieval is worst.

Question 21

Give evaluation of encoding specificity principle to do with supporting evidence (Strength)

Answer 21

There is an impressive range of supporting evidence. For example, Godden and Baddeley (Divers) and Carter and Cassaday’s (Drugs) show that lack of cues at recall leads to everyday forgetting. Therefore, this evidence shows that retrieval failure due to lack of cues occurs in everyday life as well as in high controlled labs.

Question 22

Give evaluation of encoding specificity principle to do with the extent to which a context must be different (Weakness)

Answer 22

Baddeley (1997) argues that different contexts have to be very different before an effect is seen. Learning something in one room and recalling it in another is unlikely to result in much forgetting because the environments are not different enough. This means that retrieval failure due to lack of contextual cues may not explain much everyday forgetting.