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Forgetting - Coggle Diagram
Forgetting
INTERFERENCE
= existing memory distorted in some way, either by
- something learned in the past (proactive)
- something learned in the future (retroactive)
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more frequent in episodic memory than semantic as semantic has more individual significance (episodic memories can be semantic)
research lacks ecological validity
- when do we use non-sensical syllabus and trigrams in everyday life
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CUED FORGETTING + RECALL
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Context Dependent
situation, context, environment
greater similarity between the encoding event and retrieval event, greater likelihood of recalling og memory
you should be tested in the same room that you learned in, within the same lecturer that taught you - Abernethy 1940
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IN SHORT TERM MEMORY
Displacement
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limited capacity
- can only hold 7 +- 2 items at a time
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Trace Decay
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due to limited duration of STM, 15 to 30 seconds unless rehearsed
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FLASHBULB MEMORIES
represent an evolved neural mechanism to help us avoid danger (Cahill & MaGaugh, 1998)
we avoid making the same mistakes as traumatic memories are vivid and we want to avoid that same experience
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CONCLUSION
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interference is likely
cues can overcome interference, arguing that LTM forgetting is an issue of accessibility rather than availability
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