Explanations of forgetting

• How is forgetting defined in psychology?


  Forgetting is defined as the failure to retrieve memories.
• What are the two perspectives on forgetting?


  Some see it as an accessibility issue, while others see it as an availability issue.
• What are the two possible explanations for forgetting?

  • Interference theory (IT) - availability issue
  • Retrieval failure theory (RTF) - accessibility issue
• What does retrieval failure imply about memory?


  Forgetting is due to a failure to find information, indicating the memory is still there but inaccessible.
• What is a cue in the context of memory retrieval?


  A cue is something that serves as a reminder for a memory.
• What does Tulving's encoding specificity principle state?


  For a cue to help recall, it must be present at both coding and recall.
• What are the two main forms of retrieval failure?

  1. Context Dependent Forgetting

  • External cues absent
  • Different environments at coding and recall

  1. State-Dependent Failure

  • Internal cues absent
  • Different internal states at coding and recall
• How does context-dependent forgetting occur?


  It occurs when external retrieval cues are absent, causing forgetting due to different environments at coding and recall.
• Give an example of state-dependent failure.


  Trying to remember things that happened when you were drunk.
• What evidence supports retrieval failure theory?


  • Darley (1973): Recall of hidden money was better when high than when not high.
  • Godden and Baddeley (1975): Divers recalled better in the same environment they learned.
  • Abernethy (1940): Recall was worse with an unfamiliar teacher and room.
  • Bower (1981): Recall improved when emotional state matched at coding and recall.
• What conclusion can be drawn from Darley's (1973) study?


  It supports state-dependent forgetting due to different internal states at coding and recall.
• What did Godden and Baddeley's (1975) study demonstrate?


  It demonstrated context-dependent forgetting due to different external environments at coding and recall.
• What did Abernethy (1940) find regarding recall?


  Participants recalled worse with an unfamiliar teacher in an unfamiliar room, supporting context-dependent forgetting.
• What did Bower (1981) conclude about emotional states and recall?


  People recalled better when their emotional state matched at coding and recall, supporting state-dependent forgetting.
• What are the strengths of retrieval failure theory?


  • Consistently supported by research.
  • Practical applications for improving eyewitness memory.
  • High reliability and validity due to extensive research.
• What are the weaknesses of retrieval failure theory?


  • Extreme context changes may lack ecological validity.
  • Research may not represent real-life memory coding and recall.
• What is interference theory?


  It is the disruption of information in long-term memory by other information during coding.
• What are the two forms of interference?


  • Proactive interference: Old information affects new.
  • Retroactive interference: New information affects old.
• What did McGeoch and McDonald (1931) find regarding interference theory?


  Participants had poorer recall when list B was similar to list A, supporting interference theory.
• What are the strengths of interference theory?


  • Supported by extensive research.
  • Thousands of laboratory studies validate findings.
  • Real-life evidence from Baddeley and Hitch's rugby study.
• What is a limitation of laboratory studies on interference theory?


  They often lack ecological validity and may not apply to real-life memory situations.
• What is a limitation of the timing in interference research?


  Much research has a small amount of time between learning and recollection, which may not represent real-life memory recall.