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Explanations for forgetting: retrieval failure
Descripción
AS - Level (chapter 2 - memory ) psychology Mapa Mental sobre Explanations for forgetting: retrieval failure, creado por Daisy U el 15/04/2016.
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psychology
chapter 2 - memory
as - level
Mapa Mental por
Daisy U
, actualizado hace más de 1 año
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Daisy U
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Resumen del Recurso
Explanations for forgetting: retrieval failure
retrieval failure theory
basics
one reason why we forget is down to insufficient cues
when we store info we also store cues
if cues aren't there then we might not be able to remember due to retrieval failure
encoding specificity principle (ESP)
Tulving
if a cue is going to help us it needs to be there at the encoding and the recall
if cues are different at either time there will be some forgetting
some are linked in a meaningful way - e.g. mnemonic techniques
others are not meaningful
context dependant
state dependant
context dependant forgetting
Godden and Baddeley - scuba divers
procedure - learn one list of words and recall
either
learn on land - recall on land
learn on land - recall underwater
learn underwater - recall on land
learn underwater - recall underwater
findings
accurate recall was 40% lower in on matching conditions
the cues were different which led to retrieval failure
state dependant forgetting
Carter and Cassaday - drugs
procedure - learn one list of words and recall
either
learn on drugs - recall off
learn on drugs - recall on
learn off drugs - recall on
learn off drugs - recall off
findings
when there was a mismatch between internal state at learning and recall - test results were worse
evaluation
supporting evidence
lots of research to support retrieval failure
one researcher - Eysenck - said it is the main reason for forgetting in LTM
questioning context effects
the two places that you learn have to be very different for there to begin to be any effect
you can't get much difference between land and sea
doing it in different rooms aren't different enough
recall vs recognition
context effect may be related to the kind of memory being tested
did the diving study again but used a recognition test instead of recall
had to say whether they recognised a word being read from a list
when recognition was tested there was o context dependant effect
the results were the same in all four conditions
limitation - cues only have effect when tested in a certain way
evaluation +
problems with the encoding specificity principle
can ESP be tested - no
we assume that if a cue was shown then
if you do remember then the cue was encoded
if you don't it wasn't
but we have no way of knowing
real life application
for example when you go upstairs to get something and you forget what you were looking for
but if you go back downstairs you remember what it was you were looking for
if you have forgotten remember were you where - visualise it
used in cognitive interviews and eyewitness testimonies - go back to the scene
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