Retrieval failure

• According to retrieval failure theory, nothing is ever forgotten, we just lack the 'cues' needed to get to the information. When information is processed and stored in our memory, we often store cues alongside this. If these cues are absent at the time of recall, forgetting is likely to occur.
• Tulving (1983) developed the theory of the encoding specificity principle. Tulving argues that cues are only helpful in retrieving information if the following conditions are met:

  1. Cues must be present at the time we encode (process) information.
  2. Cues must also be present at the time we need to retrieve this information.
• They cues must also be meaningful. If the cues at both of these points differ, then forgetting is likely to occur. If these cues are the same, remembering is more likely to occur. There are other cues that, although less meaningful, are often present when encoding information.
• Context dependent forgetting = these are external cues. For example, being in a different place at recall, to that of learning might mean we cannot access the original memory.

  State dependent forgetting = these are internal cues. For example, being in a different mood/state of arousal at recall, to that of learning might mean we cannot access the original memory.
• a limitation of this theory is that we often have to infer forgetting has occurred to an absence of cues. As we cannot directly measure the encoding specifity principle, researchers have to assume that forgetting has occurred as a result of there being an absence of cues at encoding/retrieval. As a result of memory being a cognitive process, these inferences may not be entirely accurate (forgetting may have been due to another factor), thus limiting the validity of this theory.
• Goodwin et al (1969) also support this theory. They divided 48 male medical students into a drunk condition and a sober condition. Those in the drunk condition were all given the same amount of alcohol. They were then given information to learn. It was found that recall was best when the state of learning matched the state of recall. In other words, those who were drunk when they learnt the material had to get drunk to recall it. This supports the idea that we might forget due to a lack of internal cues
• Godden and Baddeley (1975) found support for context dependent forgetting. They had divers learn lists of words either on land or under water. They then had to recall the words either on land or under water. It was found that recall was best when the place of learning matched the place of recall. This supports the idea that forgetting is more likely when external cues are lacking.
• A strength of this theory is that it has useful implications to the real world. Steps can be taken to avoid forgetting in important situations. For instance, the cognitive interview is a police interview strategy to increase the accuracy of witness testimony. involves encouraging the witness to use cues to try and trigger memories of important events. This often involves recreating the context they were in both internally and externally. This is a strength because this theory has helped to develop these strategies and, in turn, positively contributing to the economy as a result.