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24 Cards in this Set

  • Front
  • Back

Why does forgetting in the LTM occur?

because we can't get access to the memories needed even though they're accessible.

What is interference?

When 2 pieces of information clash with another resulting in forgetting 1 or both pieces.

Define proactive interference

older memory disrupts newer ones e.g. a teacher calling a new student by their older siblings name (who they also teach)

define retroactive interference

Newer memory disrupts an older one. e.g. a teacher sees an old student and calls them by a new students name.

How do you remember the different types of interference?

P- proactive


O- old replaces new


R- retroactive


N- new replaces old.

Where does interference mainly occur and when is it worse?

LTM




Worse if memories are similar.

Outline the name, procedure and who studied interference




What were their findings and their conclusion?

McGeoch and Mcdonald (1931)- effects of similarity. PPT's learnt a set of 10 words until they could remember with 100% accuracy. then given a 2nd list, PPT's were split into 6 groups


synonyms,antonyms,unrelated words, nonsense syllables, 3 digits or no new list (PPTs rested, they were the control.) (these groups determined their second list.




Findings: recall of 1st list depended on nature of 2nd. most similar produced worst recall, disimilar material menat the mean number of items recalled increased.




conclusion: interference is strongest when memories are similar in group the words are the same meanings as original so the original list blocked access to new material and became confused with the old one.

How does lab evidence demonstrate interference?

many lab studies were carried out. Mcgeoch and mcdonald researched effects of similarity. most of these showed interference as a likely cause of LTM forgetting. Lab experiments control extraneous variables so interference is therfore a valid explanation.

How does real life studies support interference theory?

Baddeley and Hitch (1977) asked rugby players to recall names of teams they played that season week by week. recall varied on the number of games played in the meantime rather than how long ago the match took place this suggests interference can apply to everyday situatons.

How is artificial materials a limitation to interference theory?

stimulus material can often be word lists which is more realistic than consonant syllables or digits but still lacks external validity as we don't memorise word lists in real life. This suggests that artificial material raises likelihood of interference in the lab but may not be the cause of everyday forgetting.

how is time between learning a limitation to interference theory?

Time periods between learning something and recalling it are short in lab studies. A PPT may learn 2 lists in 20 minutes. this doesn't reflect how we learn and remember things in real life. conclusions therefore may be exaggerated so we need to be careful about generalising findings.

How is cued recall a limitation to Interference theory?

Tulving and Psotka


gave PPT's 5 lists of 24 words, organised into 6 categories. categories weren't explicitly pointed out but assumed obvious.




Recall was 70% for first list and decreased as each additional list was added, presumably by interference, however, when given a cue. recall rose back up to 70% suggesting interference only blocks access to forgotten words. this is a limitation as interference may be overcome by cues.

What is retrieval failure?

The reason people forget may be down to insufficient cues. when info is initially placed in the memory a cue is associated with it and also stored. if these cues aren't available at the time of recall it may appear as if we've forgotten the information however, this is in face down to retrieval failure.

What is a cue?

A trigger of information that allows us to access a memory. they can be meaningful or may be indirectly linked by being encoded at the time of learning.

What is ESP (in terms of memory)




Who noticed a pattern in retrieval failure and when?




What did he find?




What did he say about cues?

Encoding Specific Principle




Tulving 1983




If a cue is able to help us recall info, then the cue must be present at the time of coding and retrieval. if the cue is different there may be some forgetting




some cues are linked to the material being learned. Others are encoded at the time of learning but not in a meaningful way.

What are the 3 features of retrieval failure and who studied them?

ESP- Tulving


Context dependent forgetting- Godden and Baddeley


State dependent forgetting- Carter and Cassiday

What was Godden and Baddeley's study on?


What was the findings and procedure?

Studied deep sea divers


divers give a list of 38 words to remember (unrelated)


had to learn and recall in 1 of the following conditions:


1) learning on land, recallling on land


2) learning on land, recalling in water


3) learning in water, recalling in water


4) learning i water, recalling on land.




word lists were repeated twice and as a distraction PPT's learnt and wrote down numbers.


There were 24 hours between conditions and Participants were tested in pairs.




Recall: 40% lower in non-matching conditions due to external cues being different.

What did Carter and Cassiday's study include? what was their procedure and outcomes?

State dependent forgetting




learning a recalling when sedated or not as the sedation causes a different internal state from the normal (4 conditions tested)


sedative used was antihistamine


findings: recall was lower in all non-matching pairs because the drug creates a different psychological state to the normal

Evaluate 2 strengths to retrieval failure?

-Impressive range of research carried out and supports it.


-Godden and Baddeley, Carter and Cassiday


-Michael Eyseneck in 2010 argues retrieval failure is main reason forgetting occurs in LTM


-supporting evidence increases reliability, reproduce ability and validity of experiments. This especially shows when evidence shows retrieval failure can occur in real-life situations.




Real life application


Baddeley still suggests context-related cues are worth paying attention to. e.g. going into a room to get something and forgetting why you went into it so return to previous room and remember why you went in to the other room.


strength because you're able to apply an explanation for forgetting to real life gives us an opportunity to help people remember things more accurately.

Name the problem with context-dependent forgetting

Baddeley argues context dependent effect's aren't actualy all that strong. contexts need to be very different for an effect to be seen. difficult to get an environment as different as water and land so in contrast different rooms aren't likely to cause much forgetting so context-dependent doesn't actually explain much forgetting.

Name another problem other than contexts having to be very different that limits Godden and Badeley's study into retrieval failure.

Recall V recognisation.


-Context effects may be related to kind of memory being tested.


-Godden and Baddeleys study was replicated underwater. experiment tested recognition instead of recall and PPT's said whether they recognized the words or not. Performance was the same limitation as it suggests the presence/absence of cues only effects memory in certain ways

What is the problem with the ESP in terms of memory?

it can't be tested so leads to circular reasoning.


In experiments with a cue which produces a successful recall we assume the cue must have been encoded when learnt.


in experiments with cues which produces non-successful recall we assume the cues must not have been encoded when learnt. However, these are just assumptions. there's no way to establish whether a cue has or hasn't been encoded.



What are the 2 types of misleading questions and what are they?

Response Bias explanation- wording of a question doesn't have an effect on eyewitness memory of an event but can influence an answer given.




Substitution-wording a question does affect eyewitness memory it interferes with original memory distorting it's accuracy.

Who was Loftus and Palmer and what did they study?



Give the procedure, findings and conclusion


1974, 2 Psychologists, leading questions



45 PPT's were asked to watch a film of a car accident and were asked then about the speed.


crit question:


"How fast were the cars going when they hit each other"


five groups of PPT's give a different verb in the critical question: Hit,contacted,bumped, collided or smashed