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Psychology > Memory - Explanations for Forgetting > Flashcards

Memory - Explanations for Forgetting Flashcards

1
Q

What does the MSM state about the capacity of LTM and duration of memories?

A

LTM has unlimited capacity and memories have duration potentially for a lifetime

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2
Q

Interference

A

One memory interfering with another

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3
Q

What may interference result in?

A

Completely forgetting something or one thing being distorted

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4
Q

Proactive interference

A

New information is being interfered with by previously learnt information

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5
Q

Example of proactive information

A

You get a new phone number, but you have difficulties reciting it because your old number keeps on interfering with it

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6
Q

Retroactive interference

A

Old information is being interfered with by new information. New information ‘overwrites’ previously learnt information

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7
Q

Example of retroactive interference

A

You get a new phone number but when you are asked to recite your old number, you have difficulties because the new number keeps on interfering with it

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8
Q

Who conducted research into interference in 1995?

A

Howe

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9
Q

Participants of Howe’s study

A

4-6 year old children

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10
Q

What were children given to learn in the control condition of Howe’s research?

A

8 pictures

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11
Q

What did children have to learn in the experiment condition of Howe’s research?

A

They had to learn two picture lists, one after the other

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12
Q

What were children in the control group asked to recall after 24 hours in Howe’s research?

A

Items from the picture lists they had learnt

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13
Q

What were the individual experimental groups asked to recall after 24 hours in Howe’s research?

A

Half of the experimental group asked to recall items from first picture list only
Half of the experimental group asked to recall items from both picture lists

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14
Q

What experimental design did Howe use?

A

Individual groups

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15
Q

Why did Howe chose picture lists instead of word lists?

A

Because the age of participants meant that some children may not of been able to read

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16
Q

Results of Howe’s study

A

Participants who learned both lists experienced interference during storage of lists which resulted in unlearning of first picture list they saw

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17
Q

What type of interference was demonstrated in Howe’s research?

A

Retroactive interference

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18
Q

What is a natural experiment an example of?

A

A research method

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19
Q

What are independent groups an example of?

A

An experimental design

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20
Q

What must be included in a ‘write a hypothesis’ exam question?

A

Independent variable (s)
Dependent variable (s)

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21
Q

Who carried out research into interference in 1997?

A

Baddeley and Hitch

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22
Q

What was the aim of Baddeley and Hitch’s research into interference?

A

To investigate interference theory/effects in an everyday setting

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23
Q

What setting was used in Baddeley and Hitch’s research into interference?

A

An everyday setting of rugby players

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24
Q

What were the rugby players told to recall in Baddeley and Hitch’s research into interference?

A

Recall the names of the teams they had played over a rugby season

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25
Q

How many games did the rugby players play over the season in Baddeley and Hitch’s research into interference?

A

Some players played in all games in the season and others missed out on some due to injury

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26
Q

Time interval for all players in Baddeley and Hitch’s research into interference?

A

Time interval from start to end of season same for all players

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27
Q

What would the results be like in Baddeley and Hitch’s research into interference if the decay theory was correct?

A

All players would recall similar percentage of games played as time is the only factor to cause forgetting

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28
Q

What would the results be like in Baddeley and Hitch’s research into interference if the interference theory was correct?

A

Players who played most games would forget more due to interference

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29
Q

Why was Baddeley and Hitch’s research into interference a natural experiment?

A

Because the IV couldn’t be controlled

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30
Q

Results of Baddeley and Hitch’s research into interference

A

The greater number of intervening games played, the lower tje percentage of team names recalled correctly

31
Q

What theory do the results of Baddeley and Hitch’s research into interference support?

A

The interference theory as the players who played more games forgot the most amount of games

32
Q

Positive evaluation of proactive and retroactive interference: research

A

Supports explanations for forgetting

33
Q

Positive evaluation of proactive and retroactive interference: Howe’s research

A

Lab experiment meaning conditions are controlled so extraneous variables won’t effect the findings

34
Q

Positive evaluation of proactive and retroactive interference: Baddeley and Hitch’s research

A

Natural experiment shows interference can be an explanation for forgetting as the ecological validity is high

35
Q

Negative evaluation of proactive and retroactive interference: Howe’s research

A

Lab experiment meaning results may lack ecological validity which will not be representative of how we forget in everyday life

36
Q

Negative evaluation of proactive and retroactive interference: Baddeley and Hitch’s research

A

Natural experiment means extraneous variables cannot be controlled so results may not be highly reliable

37
Q

Why are cues needed for retrieval of some information?

A

Because the information is present in the LTM but cannot be retrieved without cue

38
Q

Example of use of cues (teacher)

A

Teacher who can’t remember someone’s name will ask for the first letter of it (cue) in order to remember it

39
Q

Two types of cues

A

External cues
Internal cues

40
Q

Where are external cues? With example

A

In the environment such as a smell

41
Q

What are internal cues? With example

A

Cues inside of us like an emotion or mental state

42
Q

Who carried out a study into context-dependent forgetting?

A

Godden and Baddeley

43
Q

What did Godden and Baddeley investigate in their study of context-dependent forgetting?

A

The effect of the environment on recall

44
Q

Where did Godden and Baddeley’s study of context-dependent forgetting take place?

A

Scotland

45
Q

What participants were used in Godden and Baddeley’s study of context-dependent forgetting?

A

18 divers from a diving club

46
Q

What were the divers asked to learn in Godden and Baddeley’s study of context-dependent forgetting?

A

Lists of 36 unrelated words of two or three syllables

47
Q

4 conditions in Godden and Baddeley’s study of context-dependent forgetting

A

Learn on beach recall on beach
Learn on beach recall underwater
Learn underwater recall on beach
Learn underwater recall underwater

48
Q

Mean recall score for participants who leant and recalled on beach in Godden and Baddeley’s study of context-dependent forgetting

A

13.5/36

49
Q

Mean recall score of participants who leant on the beach and recalled underwater in Godden and Baddeley’s study of context-dependent forgetting

A

8.6/36

50
Q

Mean recall score who participants who learnt underwater and recalled on the beach in Godden and Baddeley’s study of context-dependent forgetting

A

8.5/36

51
Q

Mean recall score for participants who learnt underwater and recalled underwater in Godden and Baddeley’s study of context-dependent forgetting

A

11.4/36

52
Q

What did results of Godden and Baddeley’s study of context-dependent forgetting show?

A

Context acted as a cue to recall as participants recalled more words when they learnt and recalled words in same environment

53
Q

What theory does Godden and Baddeley’s study of context-dependent forgetting support?

A

Theory of context acting as a recall cue

54
Q

When were the recall results the worst in Godden and Baddeley’s study of context-dependent forgetting?

A

When there was a change in context

55
Q

Why do findings of Godden and Baddeley’s study of context-dependent forgetting have to be treated with caution?

A

Because they don’t tell us how other people (people who aren’t divers) respond

56
Q

Research method used in Godden and Baddeley’s study of context-dependent forgetting

A

Field experiment

57
Q

Experimental design in Godden and Baddeley’s study of context-dependent forgetting

A

Independent groups

58
Q

Extraneous variables in Godden and Baddeley’s study of context-dependent forgetting

A

Possible rough weather may distress divers when they were underwater which would take their focus away fro cue/word list

59
Q

What did Abernathy find about the influence of contextual cues in a study into exam results?

A

Found that students performed better in tests if they took place in same room as they learnt the informstion

60
Q

When does state-dependent forgetting occur?

A

When your mood or physiological state during recall is different from your mood or physiological state when you were learning

61
Q

Who carried out research into state-dependent forgetting?

A

Goodwin

62
Q

Participants of Goodwin’s study into state-dependent forgetting

A

48 male medical students

63
Q

What did the participants in Goodwin’s study into state-dependent forgetting do on day 1 and day 2 of the study?

A

Day 1 they did a training session
Day 2 they went through testing

64
Q

4 groups participants were randomly assigned to in Goodwin’s study into state-dependent forgetting

A

Sober on both days
Intoxicated on both days
Intoxicated day 1 sober day 2
Sober day 1 intoxicated day 2

65
Q

How much alcohol did each intoxicated participant hand in their blood?

A

100ml

66
Q

How many tests did participants have to perform in Goodwin’s study into state-dependent forgetting?

A

4

67
Q

Which groups performed the worst in Goodwin’s study into state-dependent forgetting?

A

Intoxicated on day 1 sober on day 2
Sober on day 1 intoxicated on day 2

68
Q

What group performed the best in Goodwin’s study into state-dependent forgetting?

A

Sober on both days group

69
Q

What group performed better than the group with changes of state in Goodwin’s study into state-dependent forgetting?

A

Intoxicated on both days group

70
Q

How does Goodwin’s study into state-dependent forgetting support the stat-dependent memory theory?

A

Because performance was the best if participants were in the same state on both days

71
Q

Research method used in Goodwin’s study into state-dependent forgetting

A

Lab experiment

72
Q

Experimental design used in Goodwin’s study into state-dependent forgetting

A

Independent groups

73
Q

Why were individual differences likely to be avoided on Goodwin’s study into state-dependent forgetting? (Positive evaluation)

A

Participants were randomly assigned to each condition

74
Q

Why was there a beta-bias in Goodwin’s study into state-dependent forgetting? (Negative evaluation)

A

Because the sample minimised any potential differences between males and females as the sample was only made up of males

Psychology (97 decks)

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