encoding specificity principle: memories become linked to cues that were present while they were being encoded
retrieval failure: occurs due to the absence of cues
cues: things that serve as reminders. can be environmental (based on location), social (based on who you are with), or state (based on your state of mind)
Tulving and Thompson
1973
proposed encoding specificity principle as the idea that memory is most effective when the cues present at encoding are present at retrieval
Tulving and Pearlstone
1966
found participants recalled 40% of words in free recall and 60% of words on cue recall
Godden and Baddeley (1975)
investigated context dependent learning
scuba diver study
Goodwin et al (1969)
investigated state-dependent forgetting
drunk study
(+) research support
Tulving + thompson, tulving + pearlstone, godden + baddeley, goodwin et al
C/A: cannot establish causal relationship, ESP has been criticised as it is impossible to test
(+) application to everyday memory
study on children + teacher/room swaps
supports role of cues and has high mundane realism
(-) retrieval cues don't always work
research where participants are learning lists of words oversimplifies how learning in the real world occurs
complex associations are less easily triggered by single cues, studies show context effects are largely eliminated when learning meaningful material