Types of forgetting

Question 1

Forgetting

Answer 1

A person’s ability to recall or recognise something that they have previously learnt

Question 2

The theories as to why we forget

Answer 2

• Interference theory
• Retrieval failure theory

Question 3

Interference theory

Answer 3

• one memory interferes with the ability to recall another
• this is more likely to happen if the memories are similar
• result in a distortion of memories or we forget them
• There are 2 types : retroactive and proactive
• Retroactive interference = newly learnt information makes it harder to recall old LTM
• Proactive interference = previous memories interfere with newly learnt memories

Question 4

Evidence for interference - Underwood and Postman 1960

Answer 4

• group A were asked to recall a list of word pairs
• they were then shown the first word (stimulus word) and then they had to recall the paired word (response word)
• Group B were given the same word pair list and then given a second word pair list that had a different response word (same stimulus)
• both were asked to recall the first word list
• Group A had better recall of the word list
• means that new learning interferes with the recall of past learning

Question 5

Evidence for interference - McGeoch and Mcdonald

Answer 5

• ppts were asked to learn a list of 10 words perfectly, putting the information into their LTM
• they were then asked to learn new information
  ~ words that sounded the same
  ~ words that mean the opposite
  ~ unrelated words
  ~ nonsense syllables
• the newly learn information interfered with the recall of the past information (the 10 word list)
• this was to test and support the idea of retroactive interference

Question 6

evaluation of the study - McGeoch and Mcdonald

Answer 6

STRENGTH
- reliable
- high control
- standardised procedure

WEAKNESS
- lacks ecological validity
- lacks mundane realism
- not very applicable/useful

Question 7

Evidence for interference - Baddeley and Hitch 1977

Answer 7

• wanted to see if interference was a better explanation than just the passing of time
• asked rugby players to try and remember the names of teams they had played in the season, week by week
• some of the players had missed some games
• showed that accurate recall didn’t depend on how long ago matches were played
• said that the number of games they played in the meantime was more important

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Question 8

Evaluation of the study - Baddeley and Hitch 1977

Answer 8

STRENGTH
- high in ecological validity
- high in mundane realism
- useful

WEAKNESS
- no control