Explanations for forgetting: retrieval failure
- Created by: Keeleymegan_
- Created on: 15-03-18 14:21
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- Explanations for forgetting: retrieval failure
- Encoding specificity principle
- Tulving and pearlstone - memory is most effective when info is present at encoding as well as time of retrivial
- Retrieval cues dont have to be exact but similar
- Cues can be encoded to a varying degree along with the learnt material. They can act as a trigger to a memory
- PPts learnt 48 words belonging to 12 categories. Presented as category + word.
- PPT's could either free recall (recall as many as possible) or cue recall (given cues in the form of category names)
- Free recall = 40% Cued recall = 60%
- PPT's could either free recall (recall as many as possible) or cue recall (given cues in the form of category names)
- Retrieval cues dont have to be exact but similar
- Tulving and pearlstone - memory is most effective when info is present at encoding as well as time of retrivial
- Context-dependent forgetting
- Abernehy classroom study
- PPts were tested prior to starting a course. Then tested every week onwards
- Different conditions - same teacher same room, same teacher different room, different room different teacher, different teacher, same room
- Those tested by the same instructor in the same room performed the best - familiar things acted as cues
- Different conditions - same teacher same room, same teacher different room, different room different teacher, different teacher, same room
- PPts were tested prior to starting a course. Then tested every week onwards
- Underwater contexual cues study
- Scuba divers learnt words either on land or underwater and then recalled them on either land or underwater
- Recall was highest when initial context mached recall environment
- Scuba divers learnt words either on land or underwater and then recalled them on either land or underwater
- Abernehy classroom study
- State-dependent forgetting
- The mental state you are in at the time of learning can also act as a cue- SDF
- Drunk study = PPTs were asked to learn a list of words when drunk and recall when sober.
- Recall was better when the person was in the same state to learning the words as to recalling the words
- Drunk study = PPTs were asked to learn a list of words when drunk and recall when sober.
- The mental state you are in at the time of learning can also act as a cue- SDF
- AO3
- Research support
- Evidence has show that retrieval failure occurs in real life situations as well as highly controlled lab conditions
- = High validity
- Evidence has show that retrieval failure occurs in real life situations as well as highly controlled lab conditions
- Problems with the ESP
- ESP can't be tested so assumptions are made when a recall is successful, thinking a cue was involved
- If a recall is not successful, we presume that the cue wasn't encoded at the time of learning the info
- = Low validity
- If a recall is not successful, we presume that the cue wasn't encoded at the time of learning the info
- ESP can't be tested so assumptions are made when a recall is successful, thinking a cue was involved
- Context effects
- Different contexts have to be very different before an effect is seen
- Hard to find a different environment to land and underwater
- Real-life application of retrieval failure due to context cues doesn't explain forgetting
- Hard to find a different environment to land and underwater
- Different contexts have to be very different before an effect is seen
- Research support
- Encoding specificity principle
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