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Explanations for forgetting: Retrieval failure
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Explanations for forgetting: Retrieval failure ENCODING SPECIFICITY PRINCIPLE: Tulving (1983) reviewed research into retrieval failure O Consistent pattern: encoding specificity principle (ESP) ■ O KNOWLEDGE Examples of non-meaningful cues O Context-dependent forgetting (external cue) o State-dependent forgetting (internal cue) RESEARCH ON CONTEXT-DEPENDENT FORGETTING: Procedure: ■ A cue has to be both present at encoding and retrieval Forgetting different cues available / absent Godden and Baddeley (1975): deep-sea divers learned list of words and asked to recall in different conditions Learn on land - recall on land ■ Conclusions: Learn on land - recall underwater Learn underwater - recall on land Learn underwater - recall underwater O Non-matching contexts was 40% lower than matched O → retrieval failure different cues ■ RESEARCH ON STATE-DEPENDENT FORGETTING: Procedure: O Carter and Cassaday (1998) gave participants antihistamine drugs (mild sedative effects → slightly drowsy) ■ Create internal physiological state different from 'normal' Learn lists of words and passages of prose then recall information Learn on drug - recall when on drug 0 Learn on drug - recall when not on drug Learn not on drug - recall when on drug Learn not on drug - recall when not on drug Findings: o Significantly worse performance when internal state of learning and recall mismatched STRENGTHS Retrieval failure due to absence of cues: not being able to access memories that are there LIMITATIONS *REAL-WORLD APPLICATION: Retrieval cues can help to overcome some forgetting in everyday situations Recall learning environment when forgetting O Strategies used in...
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Alternative transcript:
real world to improve our recall Basic principle of cognitive interview (getting eyewitnesses to crimes to recall more information *RESEARCH SUPPORT: O Range of research supports retrieval failure explanation O Godden and Baddeley, Carter and Cassaday O Eysenck and Keane (2010) argue retrieval failure is main reason for forgetting from LTM → evidence shows retrieval failure occurs in real-world situations and highly controlled lab conditions → increase validity COUNTERPOINT: O Baddeley (1997) argues context effects are x very strong, esp. in real life O Different contexts have to be very different to affect O ■ Learning something in one room and recalling in another is unlikely to result in much forgetting (generally not different enough) → real-life application x explain much forgetting EVALUATION *RECALL VERSUS RECOGNITION: Context effects may depend on type of memory tested O Godden and Baddeley (1980) replicated their underwater experiment but used recognition test Participants had to say whether they recognised a word read to them from a list O X context-dependent effect → same performance in all four conditions Retrieval failure limited explanation only applies when person recall information, x recognise ■ PROBLEMS WITH THE ESP: Hard to determine if a cue has been encoded or not o X independent way to establish, just assumptions The ESP X scientifically testable O X conclude forgetting is due to retrieval failure → undermines validity
Explanations for forgetting: Retrieval failure
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Retrieval failure due to absence of cues: not being able to access memories that are there
Retrieval failure due to absence of cues: not being able to access memories that are there
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Explanations for forgetting: Retrieval failure Topic summary - Flashcards
Explanations for forgetting: Retrieval failure ENCODING SPECIFICITY PRINCIPLE: Tulving (1983) reviewed research into retrieval failure O Consistent pattern: encoding specificity principle (ESP) ■ O KNOWLEDGE Examples of non-meaningful cues O Context-dependent forgetting (external cue) o State-dependent forgetting (internal cue) RESEARCH ON CONTEXT-DEPENDENT FORGETTING: Procedure: ■ A cue has to be both present at encoding and retrieval Forgetting different cues available / absent Godden and Baddeley (1975): deep-sea divers learned list of words and asked to recall in different conditions Learn on land - recall on land ■ Conclusions: Learn on land - recall underwater Learn underwater - recall on land Learn underwater - recall underwater O Non-matching contexts was 40% lower than matched O → retrieval failure different cues ■ RESEARCH ON STATE-DEPENDENT FORGETTING: Procedure: O Carter and Cassaday (1998) gave participants antihistamine drugs (mild sedative effects → slightly drowsy) ■ Create internal physiological state different from 'normal' Learn lists of words and passages of prose then recall information Learn on drug - recall when on drug 0 Learn on drug - recall when not on drug Learn not on drug - recall when on drug Learn not on drug - recall when not on drug Findings: o Significantly worse performance when internal state of learning and recall mismatched STRENGTHS Retrieval failure due to absence of cues: not being able to access memories that are there LIMITATIONS *REAL-WORLD APPLICATION: Retrieval cues can help to overcome some forgetting in everyday situations Recall learning environment when forgetting O Strategies used in...
Explanations for forgetting: Retrieval failure ENCODING SPECIFICITY PRINCIPLE: Tulving (1983) reviewed research into retrieval failure O Consistent pattern: encoding specificity principle (ESP) ■ O KNOWLEDGE Examples of non-meaningful cues O Context-dependent forgetting (external cue) o State-dependent forgetting (internal cue) RESEARCH ON CONTEXT-DEPENDENT FORGETTING: Procedure: ■ A cue has to be both present at encoding and retrieval Forgetting different cues available / absent Godden and Baddeley (1975): deep-sea divers learned list of words and asked to recall in different conditions Learn on land - recall on land ■ Conclusions: Learn on land - recall underwater Learn underwater - recall on land Learn underwater - recall underwater O Non-matching contexts was 40% lower than matched O → retrieval failure different cues ■ RESEARCH ON STATE-DEPENDENT FORGETTING: Procedure: O Carter and Cassaday (1998) gave participants antihistamine drugs (mild sedative effects → slightly drowsy) ■ Create internal physiological state different from 'normal' Learn lists of words and passages of prose then recall information Learn on drug - recall when on drug 0 Learn on drug - recall when not on drug Learn not on drug - recall when on drug Learn not on drug - recall when not on drug Findings: o Significantly worse performance when internal state of learning and recall mismatched STRENGTHS Retrieval failure due to absence of cues: not being able to access memories that are there LIMITATIONS *REAL-WORLD APPLICATION: Retrieval cues can help to overcome some forgetting in everyday situations Recall learning environment when forgetting O Strategies used in...
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:
real world to improve our recall Basic principle of cognitive interview (getting eyewitnesses to crimes to recall more information *RESEARCH SUPPORT: O Range of research supports retrieval failure explanation O Godden and Baddeley, Carter and Cassaday O Eysenck and Keane (2010) argue retrieval failure is main reason for forgetting from LTM → evidence shows retrieval failure occurs in real-world situations and highly controlled lab conditions → increase validity COUNTERPOINT: O Baddeley (1997) argues context effects are x very strong, esp. in real life O Different contexts have to be very different to affect O ■ Learning something in one room and recalling in another is unlikely to result in much forgetting (generally not different enough) → real-life application x explain much forgetting EVALUATION *RECALL VERSUS RECOGNITION: Context effects may depend on type of memory tested O Godden and Baddeley (1980) replicated their underwater experiment but used recognition test Participants had to say whether they recognised a word read to them from a list O X context-dependent effect → same performance in all four conditions Retrieval failure limited explanation only applies when person recall information, x recognise ■ PROBLEMS WITH THE ESP: Hard to determine if a cue has been encoded or not o X independent way to establish, just assumptions The ESP X scientifically testable O X conclude forgetting is due to retrieval failure → undermines validity