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EXPLANATIONS FOR FORGETTING - RETRIVAL FALIURE - Coggle Diagram
EXPLANATIONS FOR FORGETTING - RETRIVAL FALIURE
Cue dependent forgetting
it sees recall as being dependent upon retrieval cues, therefore forgetting will occur in the absence of these cues
retrieval cues are things that serve as a reminder/prompt and aid recall
this occurs when information is stored in the long term memory, but cannot be accessed
example
context - external/environmental cues e.g. a room, smell, weather
state - internal cues e.g. physical or emotional (mood) state
Tulving 1973
proposed the encoding specificity principle, which assumes that recall is likely to be poorer if the context of recall is different to how it was during coding
the effectiveness of a retrieval cue is dependent upon
how overloaded it is (the fewer number of items associated with it, the effective the cue is
how deep the processing of the cue was
how well the cue fits the information that is associated with it
context dependent forgetting
it is proposed that the environment is coded with the information you learn, and then can act as a trigger for recall
occurs when the external environment is different at recall from where the information was originally learned
godden and Baddeley 1975
recall was found to be poorer when they were tested in different context to coding
this supports context dependent forgetting
asked scuba divers to learn lists of words in either dry land or underwater
it shows that the physical environments acts as a retrieval cue, thus forgetting will occur in absence
state dependent forgetting
overton 1972
ppts learned materials when drunk or sober
occurs when internal retrieval cues are different at the point at which information is learned and then recalled
they then had to recall the material, half were in the same states as they were when they learned the material, half were in the different state
findings: it was shown that those who were in a different state at coding and recall performed worse on the recall test
this therefore supports state dependent forgetting because it shows that an individuals physical state acts a retrieval, thus forgetting will occur in absence
strength
extraneous variables can be minimised
the results have high intern validity and it is easier to establish a cause-effect relationship. Replication is also possible
highly controlled laboratory studies
counterpoint
we would not expect these in day to day life
results have low ecological validity
the tasks are often artificial eg. meaningless word pairs
tasks do not relate to real life experiences
lack mundane realism