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20 Cards in this Set
- Front
- Back
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What is Forgetting? |
An inability to access information previously stored in memory, this includes an inability to: - retrieve - recall - recognise Remembering is typically an automatic process, but sometimes we make a deliberate effort to remember material for easier retrieval |
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Forgetting Curve |
- Ebbinghaus - Used nonsense syllables so previously knowledge would not discriminate results - tested himself at varied intervals |
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What are the features of the forgetting curve? |
- Most forgetting occurs immediately after learning, the steepest sloop is at the beginning - more than 50% of info is lost in the first hour - the retention of material is likely to be higher if the material was over learned (learnt repeatedly) - intelligence or complexity of material does not affect forgetting rates |
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Availability vs. Accessibility |
If the memory no longer exists in LTM it is unavailable If the memory trace exists but is simply difficult to retrieve, but may be retrieved at some other time, it is inaccessible Memory may be available but inaccessible in many situations |
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Accuracy of Long-term Memory |
While a particular memory may be retained over a long period of time it's prone to errors and bias due to factors like emotion and arousal |
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Unavailable Memories |
Ineffective encoding Occurs when the material was never committed to memory in the first place due to ineffective encoding -pseudoforgetting- thinking the memory has been forgotten when it was never encoded or stored initially - Consolidation process - the consolidation process following a memory has been interrupted or prevented |
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Retrieval failure theory/Cue dependent forgetting |
Tulving 1973 An inability to retrieve information due to lack of the right cues or a failure to use them.
- the right cues allow us to retrieve information otherwise inaccessible - Retrieval cues are mental reminders or prompts that we create to assist our recollection later on. - State dependent cues - Context dependent cues |
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State dependent cues |
A clue to assist retrieval from LTM, due to the internal environment (i.e. mood-state or physical condition) in which the learning took place E.g. crying and being reminded of the last time you cried and why |
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Context dependent cues |
A clue to assist retrieval from LTM, due to the external environment in which the learning took place E.g. Eating a pizza and thinking of the last time you ate pizza |
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The Tip Of The Tongue Phenomenon (TOT) |
Is knowing that your memory does have the name, item or material you are trying to remember but you just cannot retrieve it at that moment suggests that memories are stored in a complex fashion in different areas of the brain e.g. faces stored separately to names |
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Interference Theory |
Refers to difficulty retrieving information from memory, caused by other memories learnt either previously, proactive interference, or subsequently, retroactive interference. Gives an explanation as to why memory is accessible but temporarily unavailable Happens most often with similar information |
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Proactive intereference |
Information learnt previously inhibits our ability to retrieve new information - Pro means forward, so old information is moved forward e.g. Having a Psychology exam before a Biology exam - the information used in Psychology affects your ability to retrieve the material uses in your Bio exam |
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Retroactive interference |
Newly learnt information inhibits our ability to retrieve old information - Retro means old, so the old information is what is inaccessible E.g. Having learnt a new phone number, and shortly after you have to call your mum, but you have difficulty remembering exactly which numbers to use |
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Strengths/Limitations of Interference theory |
Strengths: - is plausible and replicated in laboratory setting - personal experience shows validity Limitations: - The type of retrieval used (recall/recognition) is more or less sensitive to retention - Different memories are organised differently (declarative, semantic etc) which are more or less prone to retrieval failure |
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Motivated Forgetting |
Freud Occurs when a person has a reason to forget memories that are stored in LTM May result from repression, or, supression |
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Repression |
Where painful or distressing memories are unconsciously pushed into an inaccessible part of the mind and the person in unaware that these memories exist |
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Suppression |
A conscious refusal to access memories that are available e.g. ignoring the painful memory of having to visit the dentist |
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Strengths/Limitations of the Motivated Forgetting Theory |
Limitations: - There's no real way to test the validity of events as implantation of memories is possible - Often when trying to 'uncover' painful memories in therapy, the therapist may implant the memory into the patient, making them believe it actually occurred |
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Decay Theory |
Suggests that memory traces in the brain will fade over time through lack of use and eventually become unavailable Suggests a physiological process in which a chemical or physical trace is laid down when the memory is made, and without repeated use of this memory the chemical trace fades |
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Criticisms of Decay Theory |
- Unable to account for sudden recollection of events when the correct cues are available - Elderly often remember events from their childhood |
