MEMORY ( Types of long term memory , explanations of forgetting )

Question 1

Define the three types of long term memory

Answer 1

Episodic - personal memories of events , include contextual detail and emotional tone
Semantic - shared memories for facts and knowledge
Procedural - memory for how to do things , automatic as a result of repeated practice

Question 2

Evaluate the types of long term memory

Answer 2

STRNGTHS :
Case studies : HM damaged episodic memory due to brain injury but retained procedural memory ( walking etc). Supports the idea that LTM is not unitary - different types of memory are stored in different areas.

Brain scans : brain scans show that episodic and semantic memories activate different areas of the pre-frontal cortex. Procedural memories are associated with the cerebellum and motor cortex. This adds biological validity to the theory.

LIMITATIONS

Evidence like HM is based on individuals with brain damage , which is not generalisable to everyone . Brain injuries may affect more than just memory , making it hard to isolate specific types of memory.

Alternative theories : some argue that the divisions of episodic , semantic and procedural are too simplistic. Squire & Zola suggest the LTM is better split into declarative (things you can consciously recall eg. episodic , semantic ) and non declarative memory ( things you remember unconsciously eg. procedural memory ) This suggests Tulving’s theory may lack completeness.

Question 3

Outline interference as an explanation for forgetting , explain the two types

Answer 3

Interference - an explanation for forgetting in terms of one memory disrupting the ability to recall another. This is most likely to occur when two memories have similarities

Proactive interference - past learning interferes with current attempts to learn something

Retroactive interference - current attempts to learn something interfere with past learning

Question 4

Evaluate Interference as an explanation for forgetting

Answer 4

STRENGTHS :

McGeoch and McDonald found that interference is strongest when learning similar material ( synonyms)

Real world evidence : Rugby players forgot games not based on time passed , but on number of games played since this supports interference over decay

WEAKNESSES :

Lacks ecological validity : lab tasks often use word lists or nonsense syllables , which are artificial and unlike real-life memory use. Not all forgetting in everyday life is due to interference

Doesn’t explain all types of forgetting : Fails to explain forgetting due to retrieval failure , motivated forgetting or decay. Often only relevant when memories are similar - interference is less likely with distinct or unique events.

Question 5

Outline retrieval failure & the encoding specificity principle as an explanation for forgetting

Answer 5

Retrieval failure occurs when information is stored in the long-term memory but cannot be accessed due to the absence of sufficient cues

Tulving proposed the ESP - memory is most effective when the cues present at encoding ( learning) are also present at retrieval . If cues are different or absent forgetting is more likely

Question 6

Outline the types of cues and key studies of each

Answer 6

Context dependant forgetting - external environment cues ( eg. location , smells )
Key study : Godden & Baddeley deep sea divers learnt and recalled words either on land or under sea. Recall was best when learning and recall environment was the same.

State dependant cues - internal cues eg. mood , state of consciousness

Key study : Goodwn et al. asked male volunteers to remember a list of words either drunk or sober. Recall scores suggested that information learned when drunk is more available when in the same state later.

Question 7

Evaluate retrieval failure as an explanation for forgetting

Answer 7

STRENGTHS : Key studies support retrieval failure due to absence of cues . Studies are highly controlled increasing internal validity suggesting a cause- and - effect relationship.

Retrieval failure has practical applications : cognitive interviews - “ reinstate the context” to improve recall based directly on cue-dependant forgetting.

LIMITATIONS :

Not all forgetting is cue dependant : interference theory , decay theory . Also , retrieval failure can only be tested when the memory is successfully retrieved after cues are reinstated.

Hard to falsify - retrieval failure critised for being circular. If a cue helps recall , it’s assumed the memory was stored , if not , it’s assumed no effective cue was present