Explanations for forgetting

• Forgetting is defined as a failure to retrieve memories (retrieval failure).
• Key terms:

  • Retrieval failure is an explanation for forgetting when material is stored in the LTM but can't be consciously recalled due to a lack of retrieval cues.
• Key terms:

  • The interference theory is an explanation for forgetting when similar material is confused in recall from the LTM.
• Key terms:

  • Proactive interference is a form of forgetting that occurs when old memories inhibit a persons potential to recall new memories.
• Key terms:

  • Retroactive interference is a form of forgetting that occurs when new memories inhibit a persons potential to recall old memories.
• Interference theory (IT)

  • IT sees forgetting as due to information in the LTM becoming confused or disrupted by other information during coding which leads to inaccurate recall.
  • Two types of interference are proactive and retroactive.
• Cue-dependent forgetting (CDF)

  • A type of forgetting based upon a failure to retrieve the prompts that trigger recall.
• Two main forms of Cue-dependent forgetting (CDF)

  • Context-dependent failure is a form of CDF where recall occurs in a different external setting to coding.
  • State-dependent failure is a form of CDF where recall occurs in a different internal setting to coding.
• Context-dependent failure

  • This occurs with external retrieval cues, forgetting occurring when the external environment is different at recall from how it was at coding.
• Example of Context-dependent failure

  • Getting fewer marks in a test when sitting the test in a room you aren't familiar with than when sitting the test in your normal classroom.
• State-dependent failure

  • This occurs with internal cues when forgetting occurs when an individual's internal environment is dissimilar to recall to when information was coded.
• Example of State-dependent failure

  • Trying to recall information you learned when sober while you are drunk.
• Repression

  • This is a type of motivated forgetting where emotionally threatening events are sent to the unconscious mind to prevent feelings of anxiety they might cause.
• Eyewitness testimony (EWT)

  • Evidence provided by those recalling an event who were present when the event took place.
• Schema

  • A cognitive framework that helps organize and interpret information in a pre-set manner.
• The influence of schema

  • Bartlett (1932) stated that memories aren't accurate 'snapshots' of events but are 'reconstructions' of events influenced by active schemas.
  • The can be based on previous experiences, moods, existing knowledge, contexts, attitudes and stereotypes.
  • This affects the reliability of EWT because witnesses aren't merely recalling facts but reconstructed memories leading to false memories.
• Factors affecting the accuracy of eyewitness testimony (EWT)

  1. Misleading information is information that suggests a desired response.
  2. Post-event discussion is information added to a memory after the event has occurred.
  3. Anxiety is an unpleasant state of emotional arousal.
• Improving the accuracy of eyewitness testimony:

  1. Cognitive interviews are a procedure used by police through questioning witnesses that promotes accurate, detailed recall of events.
  2. Standard police interviews is referred to as the established method of police questioning.
  3. Enhanced cognitive interview is an advanced method of questioning witnesses that overcomes problems caused by inappropriate sequencing of questions.
• Cognitive Interview components:

  1. Change of narrative order - Recalling events is a different chronological order. (E.g. from end to beginning.)
  2. Change of perspective - Recalling an event from different people's perspectives. (E.g. from the offenders point of view)
  3. Mental reinstatement of context - Recalling both environmental and emotional context of the event. (E.g. weather and personal feeling)
  4. Report everything - Recall all information.