AQA CONTINUE
STRENGTH OF INTERFERENCE: LAB STUDY EVIDENCE
Much support from lab studies, which control EVs effectively.
Confidence that interference is a valid explanation.
LIMITATION OF INTERFERENCE: ARTIFICIAL MATERIALS
Stimuli used are different from things we try to remember in everyday
life.
Artificial stimuli make interference much more likely in the lab, which
may not be a likely cause of everyday forgetting.
STRENGTH OF INTERFERENCE: REAL-LIFE STUDIES
Rugby players recalling who they had played with in a season did not
depend on how long ago the match took place, but the number of
games played since.
Shows interference can apply to some everyday situations.
LIMITATION OF INTERFERENCE: TIME ALLOWED BETWEEN LEARNING
Short time between learning and recall does not reflect real life.
Conclusions generated from lab may not generalize into everyday life,
meaning the role of interference may be exaggerated.
RETRIEVAL FAILURE
The inability to recall long-term memories because of inadequate or
missing retrieval cues.
ENCODING SPECIFICITY PRINCIPLE
The idea that cues and contexts specific to a particular memory will be
most effective in helping us recall it.
CONTEXT-DEPENDENT FORGETTING
Failure to retrieve information from LTM due to the absence of
appropriate contextual cues.
STATE-DEPENDENT FORGETTING
, Forgetting related to changes in context associated with internal cues
of physical and mental state, as opposed to the context defined by the
external environment.
GODDEN AND BADDELEY (1975)
Research using 18 divers, 36 unrelated words.
4 conditions to learn and recall: DD, DW, WW, WD.
Easier to recall in the same place.
STRENGTH OF RETRIEVAL FAILURE: RANGE OF EVIDENCE
Supporting evidence increases validity, especially when conducted in
real-life situations as well as controlled conditions of the lab.
LIMITATION OF RETRIEVAL FAILURE: CONTEXT EFFECTS NOT VERY
STRONG IN REAL LIFE
Contexts have to be very different in order for the effect to be
significant.
Real-life applications don't explain much about everyday forgetting.
LIMITATION OF RETRIEVAL FAILURE: ENCODING SPECIFICITY
PRINCIPLE CANNOT BE TESTED
No way to establish that a cue has/hasn't been encoded to
enable/prevent retrieval.
STRENGTH OF RETRIEVAL FAILURE: EVERYDAY APPLICATIONS TO CI
Context reinstatement is an effective component of CI.
EYEWITNESS TESTIMONY (EWT)
An account given by people of an event they have witnessed.
LEADING QUESTIONS
Questions that predispose a respondent to answer in a certain way.
RESPONSE-BIAS EXPLANATION
The wording of the question has no real effect on the participants'
memories but influences how they answer.
SUBSTITUTION EXPLANATION
STRENGTH OF INTERFERENCE: LAB STUDY EVIDENCE
Much support from lab studies, which control EVs effectively.
Confidence that interference is a valid explanation.
LIMITATION OF INTERFERENCE: ARTIFICIAL MATERIALS
Stimuli used are different from things we try to remember in everyday
life.
Artificial stimuli make interference much more likely in the lab, which
may not be a likely cause of everyday forgetting.
STRENGTH OF INTERFERENCE: REAL-LIFE STUDIES
Rugby players recalling who they had played with in a season did not
depend on how long ago the match took place, but the number of
games played since.
Shows interference can apply to some everyday situations.
LIMITATION OF INTERFERENCE: TIME ALLOWED BETWEEN LEARNING
Short time between learning and recall does not reflect real life.
Conclusions generated from lab may not generalize into everyday life,
meaning the role of interference may be exaggerated.
RETRIEVAL FAILURE
The inability to recall long-term memories because of inadequate or
missing retrieval cues.
ENCODING SPECIFICITY PRINCIPLE
The idea that cues and contexts specific to a particular memory will be
most effective in helping us recall it.
CONTEXT-DEPENDENT FORGETTING
Failure to retrieve information from LTM due to the absence of
appropriate contextual cues.
STATE-DEPENDENT FORGETTING
, Forgetting related to changes in context associated with internal cues
of physical and mental state, as opposed to the context defined by the
external environment.
GODDEN AND BADDELEY (1975)
Research using 18 divers, 36 unrelated words.
4 conditions to learn and recall: DD, DW, WW, WD.
Easier to recall in the same place.
STRENGTH OF RETRIEVAL FAILURE: RANGE OF EVIDENCE
Supporting evidence increases validity, especially when conducted in
real-life situations as well as controlled conditions of the lab.
LIMITATION OF RETRIEVAL FAILURE: CONTEXT EFFECTS NOT VERY
STRONG IN REAL LIFE
Contexts have to be very different in order for the effect to be
significant.
Real-life applications don't explain much about everyday forgetting.
LIMITATION OF RETRIEVAL FAILURE: ENCODING SPECIFICITY
PRINCIPLE CANNOT BE TESTED
No way to establish that a cue has/hasn't been encoded to
enable/prevent retrieval.
STRENGTH OF RETRIEVAL FAILURE: EVERYDAY APPLICATIONS TO CI
Context reinstatement is an effective component of CI.
EYEWITNESS TESTIMONY (EWT)
An account given by people of an event they have witnessed.
LEADING QUESTIONS
Questions that predispose a respondent to answer in a certain way.
RESPONSE-BIAS EXPLANATION
The wording of the question has no real effect on the participants'
memories but influences how they answer.
SUBSTITUTION EXPLANATION
