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Explanations for forgetting: Retrieval failure
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Memory A01 EXPLANATIONS FOR FORGETTING: RETRIEVAL FAILURE Retrieval failure theory If specific cues are not available during recall, this may cause retrieval failure Encoding specificity principle Tulving (1983) found a pattern called encoding specificity principle - a cue must be present during encoding and retrieval - forgetting will occur if not available at both Context-dependent forgetting External cues Godden and Baddeley studied deep-sea divers Procedure divers had to learn a list of words on land or underwater and then recall on land or underwater 1. Learn on land - Recall on land 2. Learn on land - Recall underwater 3. Learn underwater - Recall underwater 4. Learn underwater - Recall on land Findings - recall 40% in non-matching conditions State-dependent forgetting Internal cues Procedure - Carter and Cassaday (1998) gave hay fever drugs to participants that made them drowsy. They had to learn words and recall 1. Learn on drug - Recall on drug 2. Learn on drug - Recall off drug 3. Learn off drug - Recall off drug 4. Learn off drug - Recall on drug A03 Paper 1 Findings - Recall was best when learning and recall were the same. When cues were absent, forgetting increased Evaluation Supporting evidence Research support from studies such as Godden and Baddeley and Carter and Cassaday Eysenck (2010) argues retrieval failure is the main reason for forgetting from LTM Questioning context effects Memory Paper 1 Baddeley (1997)...
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Alternative transcript:
argues context effects are not strong, especially in real life - contexts have to be very different before an effect is seen E.g. learning in one room and recalling in another is unlikely to result in forgetting as environments are not too different Recall versus recognition Context effect only relates to the type of memory tested Godden and Baddeley (1980) repeated their experiment but words were read to them instead of recalled. They had to say when they recognised a word read to them. Performance was the same in all conditions Problems with the encoding specificity principle The encoding specificity principle cannot be tested When a cue produces successful recall, we assume the cue must have been encoded at the time of learning, or not with unsuccessful recall These are just assumptions, as there no way to know if the cue has been encoded or not Real-life applications Baddeley suggests context-related cues are worth paying attention to E.g. going from your bedroom downstairs to get something, forgetting, and then remembering when back in bedroom
Explanations for forgetting: Retrieval failure
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Psychology - Memory
Psychology - Memory
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Explanations of forgetting: retrieval failure
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Explanations for forgetting: Retrieval failure Topic summary - Flashcards
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Explanations for forgetting: Retrieval failure
Retrieval failure due to absence of cues: not being able to access memories that are there
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MEMORY - A level AQA revision notes
Full topic of memory
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Memory revision notes
notes for the whole memory topic
Memory A01 EXPLANATIONS FOR FORGETTING: RETRIEVAL FAILURE Retrieval failure theory If specific cues are not available during recall, this may cause retrieval failure Encoding specificity principle Tulving (1983) found a pattern called encoding specificity principle - a cue must be present during encoding and retrieval - forgetting will occur if not available at both Context-dependent forgetting External cues Godden and Baddeley studied deep-sea divers Procedure divers had to learn a list of words on land or underwater and then recall on land or underwater 1. Learn on land - Recall on land 2. Learn on land - Recall underwater 3. Learn underwater - Recall underwater 4. Learn underwater - Recall on land Findings - recall 40% in non-matching conditions State-dependent forgetting Internal cues Procedure - Carter and Cassaday (1998) gave hay fever drugs to participants that made them drowsy. They had to learn words and recall 1. Learn on drug - Recall on drug 2. Learn on drug - Recall off drug 3. Learn off drug - Recall off drug 4. Learn off drug - Recall on drug A03 Paper 1 Findings - Recall was best when learning and recall were the same. When cues were absent, forgetting increased Evaluation Supporting evidence Research support from studies such as Godden and Baddeley and Carter and Cassaday Eysenck (2010) argues retrieval failure is the main reason for forgetting from LTM Questioning context effects Memory Paper 1 Baddeley (1997)...
Memory A01 EXPLANATIONS FOR FORGETTING: RETRIEVAL FAILURE Retrieval failure theory If specific cues are not available during recall, this may cause retrieval failure Encoding specificity principle Tulving (1983) found a pattern called encoding specificity principle - a cue must be present during encoding and retrieval - forgetting will occur if not available at both Context-dependent forgetting External cues Godden and Baddeley studied deep-sea divers Procedure divers had to learn a list of words on land or underwater and then recall on land or underwater 1. Learn on land - Recall on land 2. Learn on land - Recall underwater 3. Learn underwater - Recall underwater 4. Learn underwater - Recall on land Findings - recall 40% in non-matching conditions State-dependent forgetting Internal cues Procedure - Carter and Cassaday (1998) gave hay fever drugs to participants that made them drowsy. They had to learn words and recall 1. Learn on drug - Recall on drug 2. Learn on drug - Recall off drug 3. Learn off drug - Recall off drug 4. Learn off drug - Recall on drug A03 Paper 1 Findings - Recall was best when learning and recall were the same. When cues were absent, forgetting increased Evaluation Supporting evidence Research support from studies such as Godden and Baddeley and Carter and Cassaday Eysenck (2010) argues retrieval failure is the main reason for forgetting from LTM Questioning context effects Memory Paper 1 Baddeley (1997)...
Can't find what you're looking for? Explore other subjects.
Knowunity is the # 1 ranked education app in five European countries
Knowunity was a featured story by Apple and has consistently topped the app store charts within the education category in Germany, Italy, Poland, Switzerland and United Kingdom. Join Knowunity today and help millions of students around the world.
Still not sure? Look at what your fellow peers are saying...
iOS User
I love this app so much [...] I recommend Knowunity to everyone!!! I went from a C to an A with it :D
Stefan S, iOS User
The application is very simple and well designed. So far I have found what I was looking for :D
SuSSan, iOS User
Love this App ❤️, I use it basically all the time whenever I'm studying
Alternative transcript:
argues context effects are not strong, especially in real life - contexts have to be very different before an effect is seen E.g. learning in one room and recalling in another is unlikely to result in forgetting as environments are not too different Recall versus recognition Context effect only relates to the type of memory tested Godden and Baddeley (1980) repeated their experiment but words were read to them instead of recalled. They had to say when they recognised a word read to them. Performance was the same in all conditions Problems with the encoding specificity principle The encoding specificity principle cannot be tested When a cue produces successful recall, we assume the cue must have been encoded at the time of learning, or not with unsuccessful recall These are just assumptions, as there no way to know if the cue has been encoded or not Real-life applications Baddeley suggests context-related cues are worth paying attention to E.g. going from your bedroom downstairs to get something, forgetting, and then remembering when back in bedroom