retrieval failure eval

• retrieval failure strength research support

  There is lots of research support. Such research includes lab, field and natural experiments as well as anecdotal evidence.

  For e.g, Godden and Baddeley (divers) and Carter and Cassaday (drugs) show that lack of cues at recall leads to everyday forgetting

  In fact, Eysenck and Keane (2010) argue that retrieval failure is perhaps the main reason for forgetting in LTM

  This evidence shows that RF due to lack of cues occurs in everyday life as well as in highly-controlled labs.
• retrieval failure eval strength real world application

  People often go to another room to get an item but forget what they wanted to get

  But they remember again when they go back to the og room

  When we have trouble remembering something, its probably worth making the effort to recall the environment in which you learned it first

  This shows how research can remind us of strategies we use in the real world to improve our recall

  For e.g, Abernethy suggests that you ought to revise in the room where you will be taking exams

  Similarly, Smith showed that just thinking of the room where you did the og learning (mental reinstatement) was as effective as acc being in the same room at the time of retrieval)
• retrieval failure eval limitation problems with the encoding specificity principle

  Baddeley points out that the ESP is impossible to test bc it is circular

  If a cue leads to the retrieval of a memory then according to ESP it must have been encoded in memory

  However if the cue does not lead to retrieval of a memory, then according to ESP, it can't have been encoded in memory-there is no way to independently establish whether or not the cue has rlly been encoded, therefore this suggests that cues do not cause retrieval they are just associated with retrieval
• retrieval failure eval limitation Recall vs recognition- Context effects vary in recall and recognition

  Recall vs recognition- Context effects vary in recall and recognition

  Godden and Baddley (1980) replicated their underwater experiment using a recognition test instead of recall

  There was no context-dependent effect

  Findings were the same in all 4 conditions whether the contexts for learning and recall matched or not

  This suggests that RF is a limited explanation for forgetting bc it only applies when a person has to recall info rather than recognise it