There are a lot of reasons prove that why the process of forgetting is believed to occur. One of the reasons is because of cue dependent forgetting. According to Tulving(1975), the cue dependency theory of forgetting also called retrieval failure of theory. It is one of five cognitive psychology theories of forgetting. It applies to long-term memory, not the short-term. Cue-dependent forgetting is means that the failure to recall a memory due to missing stimuli or cues that were present at the time the memory was encoded. This theory states about when sometimes we temporarily forget something that we knew, it does not mean that the memory trace has been lost, it maybe the memory cannot be accessed. Cue dependency also state that we forget because
…show more content…
For instance, we have ten people go to a cafe chatting after study. During that time, we talk a lot of funny story; we have a lot of fun and have a happy atmosphere. In the next day, we ask our friend remember about the yesterday story what he talks about during that time. He said he didn't he only can remember who had go together and we talk about funny story but the detail of the story he totally cannot recall. After a few days, we have met together and have happy moment. Suddenly he has a thought about the story that he had talked to us. So he pull them out and remember the whole conversation.
Thus, people will tend to remember information better when there is a match between their mood at learning and at retrieval or recall period. The effects are stronger when the participants are in a positive mood than a negative mood. They are also greater when people try to remember events having personal relevance.
As a Conclusion, based on the cue dependency theory of forgetting which have another term is retrieval-failure theory, forgetting occurs when information is available in long term memory but is not accessible. Accessibility depends in large part on retrieval cues. Forgetting is greatest when context and state are very different at encoding and retrieval. In this situation, retrieval cues are absent and the likely result is cue-dependent
For instance, we have ten people go to a cafe chatting after study. During that time, we talk a lot of funny story; we have a lot of fun and have a happy atmosphere. In the next day, we ask our friend remember about the yesterday story what he talks about during that time. He said he didn't he only can remember who had go together and we talk about funny story but the detail of the story he totally cannot recall. After a few days, we have met together and have happy moment. Suddenly he has a thought about the story that he had talked to us. So he pull them out and remember the whole conversation.
Thus, people will tend to remember information better when there is a match between their mood at learning and at retrieval or recall period. The effects are stronger when the participants are in a positive mood than a negative mood. They are also greater when people try to remember events having personal relevance.
As a Conclusion, based on the cue dependency theory of forgetting which have another term is retrieval-failure theory, forgetting occurs when information is available in long term memory but is not accessible. Accessibility depends in large part on retrieval cues. Forgetting is greatest when context and state are very different at encoding and retrieval. In this situation, retrieval cues are absent and the likely result is cue-dependent