Explanations for forgetting
- Created by: KayshaN
- Created on: 28-10-17 13:34
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- Explanations for Forgetting
- Interference
- Forgetting in the Long Term Memory
- Conflict of two pieces of info
- Can't acess the memory even though its avalible
- Two Types:
- 1) Proactive- when older memory interferes with a newer one
- 2) Retroactive- when a newer memory interferes with a older one
- Key Study: McGeoch and McDonald
- Procedure: ps had to learn a list of 10 words until 100% accuracy. Learned new list. 6 groups:
- 1) Synonyms 2) Antonyms 3) Unrelated words 4) Nonsense syllables 5)3 digit numbers 6) no new list
- Findings- performance at recalling first list depends n second. Most similar material 1 produced worst. Interference strongest when similar
- Interference effects may be overcome using cues: Tulvig and Psotka repeated McGeoh but gave ps cues during recall. Rose to same as first list. Strength because shows interference can occur
- Time Between Learning: in real life wouldn't have to remember and recall that much info in such short time. Lab studies can't be generalised to other situations
- Procedure: ps had to learn a list of 10 words until 100% accuracy. Learned new list. 6 groups:
- Artificial Materials:
- Positive: The stimulus material used most are lists of words, which are more realistic than consonant syllables (TZK)
- BUT its still quite distant from the things we learn and remember in everyday life. Makes interference much more likely.
- Key Study: McGeoch and McDonald
- Evidence from lab studies: Interference in memory is probably the most consistently demonstrated findings in psychology. Most of these studies show both types of interference very likely common way we forget.
- Retrieval Faliure
- Occurs when we don't have the necessary cues to access a memory
- Encoding Specificity Principle
- Tulvig- cue has to be present at both encoding and retrival
- If cues available at encoding and retrieval are different or absent then there will be some forgetting
- Some are meaningful and some arent
- Tulvig- cue has to be present at both encoding and retrival
- If cues available at encoding and retrieval are different or absent then there will be some forgetting
- Some are meaningful and some arent
- Some are meaningful and some arent
- If cues available at encoding and retrieval are different or absent then there will be some forgetting
- Tulvig- cue has to be present at both encoding and retrival
- Some are meaningful and some arent
- If cues available at encoding and retrieval are different or absent then there will be some forgetting
- Two Types:
- Context- Dependent Forgetting
- Godden and Baddeley: learned list of words underwater or land and recalled underwater or on land.
- Many research findings support the idea of retrieval failure. Shows that it can be applied to real life situations.
- Real-life application: For example weve all had experiences of going into another room and you think ive got to get something from upstairs but when you get their you forget what it was. Remembering is effective if you picture yourself in the environment.
- The effects of concept dependent forgetting may not be as strong. Baddeley said this and esp IRL. In different rooms may not have a big effect because they are similar. Unlike land and water. Elements have little effect n real-life forgetting.
- Findings: Accurate recall 40% lower in non-matching conditions Cues avalible at learning were different from ones at recall.
- Absence of cues only has affects on certain memory tests. Godden and Baddeley repeated their exp- had to recognise a word if it was read from their list or not. Results were same for all conditions.
- Godden and Baddeley: learned list of words underwater or land and recalled underwater or on land.
- State-Dependent Forgetting
- Carter and Cassaday: gave antihistamines to participants. Ps slightly drowsy. Creates internal physiological state different from normal state. Learn lists of words and recall. Four conditions.
- Cant really be tested. We assume that where the cue must have been encoded at the tie of learning. However theres no way of knowing this.
- Findings: conditions where mismatch between internal and external state, performance sig worse. When cues absent more forgetting
- Carter and Cassaday: gave antihistamines to participants. Ps slightly drowsy. Creates internal physiological state different from normal state. Learn lists of words and recall. Four conditions.
- Context- Dependent Forgetting
- Tulvig- cue has to be present at both encoding and retrival
- Interference
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