Motivated Forgetting Flashcards
1
Q
What are the 2 types of forgetting?
A
1) Incidental Forgetting
2) Motivated forgetting
2
Q
Occurs without the intention to forget
This is known as…?
A
Incidental forgetting
3
Q
What is incidental forgetting?
A
Occurs without the intention to forget
4
Q
What is motivated forgetting?
A
Purposefully diminish access to memory (e.g., unwanted memories)
5
Q
When people engage in processes or behaviours that intentionally diminish accessibility for some purpose
This is known as…?
A
Motivated forgetting
6
Q
Forgetting triggered by motivations, but lacking conscious intention.
This is known as…?
A
Motivated forgetting
7
Q
What is Superior Autobiographical Memory?
A
When people have an uncanny ability to retrieve memories by their precise date (mental time travel)
8
Q
When people have an uncanny ability to retrieve memories by their precise date (mental time travel)
This is known as…?
A
Superior Autobiographical Memory
9
Q
What are the 5 characteristics of Superior Autobiographical Memory?
A
1) Uncontrollable remembering
2) Feels as though the person relives the events they remember
3) Remembering is “automatic”, effortless, and not under conscious control
4) Cannot forget unpleasant memories
5) Memories can be distracting for everyday activities and general function
10
Q
What is the disadvantage of Superior Autobiographical Memory?
A
You can’t forget unpleasant memories
Memories can be distracting for everyday activities and general function
11
Q
Where is the Superior Autobiographical Memory phenomenon based in?
A
Between the prefrontal cortex and the hippocampus
12
Q
What memory is based here?
Between the prefrontal cortex and the hippocampus
A
Superior Autobiographical Memory
13
Q
What is the forgetting rate, according to Ebbinghaus?
A
Forgetting increases as time progresses BUT the rate of forgetting is different
14
Q
Forgetting increases as time progresses BUT the rate of forgetting is different
Who proposed this?
A
Ebbinghaus
15
Q
What did Ebbinghaus do to investigate forgetting rate?
List 3 points
A
1) He studied lists of nonsense syllables
2) He tested himself after various intervals from 21 minutes to 31 days
3) He discovered the forgetting curve
16
Q
Who discovered the forgetting curve?
A
Ebbinghaus
17
Q
What is the forgetting curve?
A
A curve that describes the rate of forgetting after variable intervals
18
Q
What does the forgetting curve suggest about the relationship between time and forgetting?
A
It is a logarithmic relationship
19
Q
According to the forgetting curve, what is the rate of forgetting?
List 3 points
A
1) Forgetting happens rapidly at first
2) But forgetting gradually slowed down over time
3) The rate of forgetting he exhibited was more logarithmic than linear
20
Q
True or False?
There is more additional forgetting at longer intervals
A
False
There is less additional forgetting at longer intervals
21
Q
Describe Meeter et al.’s (2005) study of forgetting rate of public events
List 3 points
A
1) Selected headlines in both newspapers and television broadcasts for each day over a four-year period
2) They thought of 1,000 questions about distinct and dateable events
3) They recruited 14,000 participants to complete an online study of recall and recognition for randomly chosen 40 events
22
Q
Describe the results of Meeter et al.’s (2005) study of forgetting rate of public events
List 3 points
A
1) Similar to Ebbinghaus forgetting curve:
Recall: steep initial drop followed by slower forgetting rate
2) RECALL for events dropped from 60% to 30% in a year
3) RECOGNITION (recognising the answer from among options) for same events was less affected (60% to 50%)
23
Q
Describe Bahrick et al.’s (1975) study of forgetting rate of personal events/information
List 2 points
A
1) Tested Ps ability to both recognize a face or a name from among a set of unfamiliar faces or names and to match up names with faces
2) 400 US high-school graduates were tested on recalling and recognising names of classmates after delays of up to 30 years.
24
Q
Describe the results of Bahrick et al.’s (1975) study of forgetting rate of personal events/information
List 4 points
A
1) Recognition of classmates’ faces/names remained intact
2) Match up names with faces also unimpaired
3) Recall a name when given a person’s pictures (cued recall) was extensively impaired
4) Rate of forgetting was similar to Ebbinghaus forgetting curve
25
Describe Bahrick et al.'s (1984) study of forgetting of foreign language taught at university
List 2 points
1) Tested graduates attending annual alumni reunion
2) Observed if Ps forgot the language they learnt at university after 2 years of graduating
26
Describe the results Bahrick et al.'s (1984) study of forgetting of foreign language taught at university
List 2 points
1) Forgetting was rapid over 2 years but levels out after 2 years
2) There is little forgetting after 2 years for both people whom had acquired good level knowledge at a language and those with poor knowledge
27
What does the forgetting curve suggest about the way we forget?
List 2 points
1) It is as if forgetting occurs only up to a certain point, beyond which memory traces appear frozen.
2) For well-learned materials, the forgetting curve may flatten out after an initial period of forgetting and show little additional forgetting over long periods
28
Recognition is generally worse after delays than recall
True or False?
False
Recall is generally worse after delays than recognition
29
What does failure to recall suggest about our memory?
It does not necessarily mean that the memory is not stored anymore
Although some people fail to recall public events, when they are tested for the same events using recognition, they are able to recognise public events and successfully discriminate them from non-public events
30
What distinction needs to be considered when examining forgetting?
Distinction between availability and accessibility
31
Is the item in memory stored?
This is known as...?
a. Availability
b. Accessibility
a. Availability
32
Is the item accessible for retrieval?
This is known as...?
a. Availability
b. Accessibility
b. Accessibility
33
The item may by stored but not accessible
This is known as...?
a. Availability
b. Accessibility
b. Accessibility
34
The item may not have a memory trace any more (disappeared into oblivion)
This is known as...?
a. Availability
b. Accessibility
a. Availability
35
What is availability?
When the item may not have a memory trace any more (disappeared into oblivion)
Simply = The binary distinction indicating whether a trace is or is not stored in memory
36
What is accessibility?
When the item may by stored but not accessible
Simply = The ease with which a stored memory can be retrieved at a given point in time
37
The ease with which a stored memory can be retrieved at a given point in time
Accessibility
38
The binary distinction indicating whether a trace is or is not stored in memory
Availability
39
What are the 2 factors that discourage forgetting?
1) Better learning at the beginning (successful encoding and retrieval mechanisms)
2) Repeated attempts to retrieve – (testing effect/ generation effect)
40
Describe Linton's (1975) study on the effects of testing on personal memories
List 3 points
1) For 5 years everyday, Linton noted 2 events that happened during the day
2) At various intervals, she randomly selects events she had recorded in her journal and tried to recall details from these memories
3) Some events were tested many times, some were rarely tested and some were never tested
41
Describe the results of Linton's (1975) study on the effects of testing on personal memories
List 3 points
1) Events that were not retested at all over 5 years showed dramatic forgetting (65% events were forgotten)
2) Even a single test during the 5 year period was sufficient to reduce dramatic forgetting
3) Events that had more retests showed reduced forgetting
42
Events that had more retests showed reduced forgetting
What does this suggest?
The probability of remembering something depends on the number of times it has been retrieved or called to mind
43
What can potentially harm the process of remembering information?
Incomplete or inaccurate retrieval
44
Incomplete or inaccurate retrieval may lead to ...?
Memory distortions
45
True or False?
All memories are equally vulnerable to forgetting at all points in their history
False
Not all memories are equally vulnerable to forgetting at all points in their history
46
What is Jost's Law?
All else equal, older memories are more durable and forgotten less rapidly
than newer memories
Simply = When everything else is the same, older memories are more durable
47
All else equal, older memories are more durable and forgotten less rapidly than newer memories
Simply = When everything else is the same, older memories are more durable
This is known as...?
Jost's law
48
Remembering personal events you've learned a long time ago but failing to remember something you learned last week is an example of...?
Jost's law
49
According to Jost's law, new memories are initially more ....?
Vulnerable to disruption/distortion until they are consolidated
50
According to Jost's law, new memories are initially more vulnerable to disruption/distortion until they are....?
Consolidated
51
According to Jost's law, if two memories are equally strong at a given time, then the (newer/older) of the two will be more durable and forgotten less rapidly.
Older
52
According to Jost's law, if two memories are equally strong at a given time, then the older of the two will be ....?
List 2 points
1) More durable
2) Forgotten less rapidly
53
According to Jost's law, it is widely believed that new traces are initially vulnerable to disruption until they are ...?
Gradually stamped into memory
54
According to Jost's law, it is widely believed that new traces are initially ........ until they are gradually stamped into memory
Vulnerable to disruption
55
What is consolidation?
The process that transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption
56
The process that transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption.
This is known as...?
Consolidation
57
The time-dependent process by which a new trace is gradually woven into the fabric of memory and by which its components and their interconnections are cemented together
This is known as...?
Consolidation
58
What happens during consolidation?
New memories from a fragile state are transformed into a more permanent state
59
What helps to stabilise memory?
Consolidation
60
True or False?
Consolidation always takes place in conscious environment
False
Sometimes it can take place without conscious environment
61
The process by which a consolidated memory restabilises again after being reactivated by reminders
This is known as...?
Reconsolidation
62
What is reconsolidation?
The process by which a consolidated memory restabilises again after being reactivated by reminders
63
After a retrieval or reactivation, a memory sometimes becomes vulnerable again and must restabilise
This is known as...?
Reconsolidation
64
What happens during reconsolidation?
A vulnerable memory goes through restabilising
65
During the reconsolidation period a memory is ...?
Vulnerable to disruption
66
Which memory is more fragile?
a. Memory that is not consolidated
b. Memory that is consolidated
a. Memory that is not consolidated
67
What does reconsolidation help with?
Allows the memory system flexibility to update representations with new information
68
Memory is vulnerable to disruption until...?
The memory becomes independent of the hippocampus
69
Describe the consolidation & reconsolidation cycle?
List 6 points
1) Present event/encoding
2) Consolidation period
Memory is vulnerable to disruption (fragile)
3) Consolidated memory
Fragile memory becomes stabilised in our brain
4) Reconsolidation
When given a reminder/cue, memory becomes vulnerable again and must reconsolidate to be stabilised
5) Reconsolidated memory
Memory is stabalised
70
Personal memories, if retrieved periodically, are easy to forget
True or False?
False
Personal memories, if retrieved periodically, are quite resistant to forgetting
71
What are the 3 causes of incidental forgetting?
1) Trace decay
2) Context shifts
3) Interference
72
What is trace decay?
Memories weaken due to passage of time
73
What are context shifts?
Different cues are available now than the ones available at encoding
74
What is interference?
When similar memories hinder retrieval
75
Similar memories hinder retrieval
This is known as...?
a. Trace decay
b. Context shifts
c. Interference
c. Interference
76
Different cues are available now than the ones available at encoding
This is known as...?
a. Trace decay
b. Context shifts
c. Interference
b. Context shifts
77
Memories weaken due to passage of time
This is known as...?
a. Trace decay
b. Context shifts
c. Interference
a. Trace decay
78
Facts you learned in school fade out of memory
This is an example of...?
a. Trace decay
b. Context shifts
c. Interference
a. Trace decay
79
After a biology lecture you forgot what your learned in chemistry lecture an hour before
This is an example of...?
a. Trace decay
b. Context shifts
c. Interference
c. Interference
80
School is a completely different context than now
This is an example of...?
a. Trace decay
b. Context shifts
c. Interference
b. Context shifts
81
It is not the time itself that makes you forget but the context that you encoded the info and later had to recall the info in
This is known as...?
Context shifts
82
What info acts as interference?
Other bits of info you've accumulated that hinders the access for the target memory
83
The phenomenon in which the retrieval of a memory can be disrupted by the presence of related traces in memory
This is known as...?
Interference
84
Many investigators favor the view that trace decay partially determines the loss of information from ...?
List 2 points
1) Verbal working memory
2) Visual working memory
85
According to trace decay, how do memories become forgotten?
Memories gradually weaken because of the mere passage of time
86
What 2 things are especially prone to decay?
1) Priming
2) Familiarity
87
How does decay affect memories?
List 2 ways
1) A memory’s activations fade, but the memory itself is intact (stored & available but inaccessible) as activation levels diminishes over time
2) The memory itself and its elements (i.e., its associations) degrade along with its activity level
88
How can trace decay be explained on a biological basis?
List 2 ways
1) Synaptic connections degrade and neurons die as time goes by = Memories may die or fade in the same way
2) Neurogenesis (growth of new neurons, esp in the hippocampus = structure is remodeled and its connections are gradually modified, detrimental to retain memory
89
How can Neurogenesis (growth of new neurons) be good for memory?
Good for new learning and generation of new associations
90
How can Neurogenesis (growth of new neurons) be bad for memory?
Bad for older memories retained in hippocampus
Simply = New neurons change the pattern of communication between hippocampal neurons making the original pattern of firing present during encoding hard to recreate at retrieval
91
Behaviourally it is difficult to prove trace decay
True or False?
True
92
What are the 2 important factors that cannot be controlled when attributing forgetting to decay?
1) Rehearsal
2) Interference from new experiences
93
What are alternative factors of incidental forgetting?
Correlates of time
94
Forgetting may not be caused by the passage of time itself but by a correlate of time
What does this mean?
Similarity between encoding and retrieval context may explain forgetting
95
What is contextual fluctuation?
List 3 points
1) As time progresses, changes in context become greater, on average because the world changes and we change.
2) Incidental context differs more between retrieval and encoding over time
3) Incidental context is less similar to the remote past than more recent past
96
As time progresses, changes in context become greater, on average because the world changes and we change.
Incidental context differs more between retrieval and encoding over time
Incidental context is less similar to the remote past than more recent past
This is known as...?
Contextual fluctuation
97
List 4 characteristics of interference
1) Similar traces/memories impede retrieval
Simply = New, similar memories compete with existing memories in our brain
2) It is difficult to discriminate between them
3) Similar memories accumulate more over time
4) Whenever the cue that can be used to access a memory becomes associated with other memories
98
1) Similar traces/memories impede retrieval
Simply = New, similar memories compete with existing memories in our brain
2) It is difficult to discriminate between them
3) Similar memories accumulate more over time
4) Whenever the cue that can be used to access a memory becomes associated with other memories
These are attributes of...?
Interference
99
What is the competition assumption?
Memories associated to a shared cue automatically impede retrieval (classified as forgotten) when the cue is presented
100
Memories associated to a shared cue automatically impede retrieval (classified as forgotten) when the cue is presented
This is known as...?
Competition assumption
101
What does a cue do?
It activates all associates
102
It activates all associates
This is known as...?
A cue
103
What do activated associates compete for?
Access to consciousness
104
What hinders access to target memory?
Competitors
105
Describe how competition assumption takes place
List 3 points
1) A cue activates all associates (more or less)
2) The activated associates compete for access to consciousness
3) Competitors hinder access to target memory
106
Why does interference occur?
Because of the negative effect of having competitors
107
The negative effect of having competitors is known as...?
Interference
108
Interferences increases with...?
The number of competitors a target memory has
109
Cue = People I met on the 1st day of uni
You can recall a lot of names at the top of your head. This includes names of people you met after or before the 1st day at uni.
These names hinder memory for the target memory
This is an example of...?
Competition assumption
110
What is a phenomenon that supports the competition assumption?
Cue-overload principle
The tendency for recall to decrease with the number of to-be-remembered items paired with the same cue
111
Cue-overload principle
The tendency for recall to decrease with the number of to-be-remembered items paired with the same cue
What does this phenomenon support?
Competition assumption
112
As a cue becomes attached to too many things, its capacity to access any one trace is ....?
Compromised
113
Forgetting caused by encoding new traces into memory in between the initial encoding of the target and when it is tested
Impairs the ability to recall ones farther back in time
Simply = Newer memory hinders the retrieval of older target memories
This is known as...?
Retroactive interference
114
What is retroactive interference?
Forgetting caused by encoding new traces into memory in between the initial encoding of the target and when it is tested
Impairs the ability to recall ones farther back in time
Simply = Newer memory hinders the retrieval of older target memories
115
Does retroactive interference affect older or newer memories?
Older
116
The tendency for earlier memories to disrupt the retrievability of more recent memories
Simply = Older memory hinders access to a more recent target memory
This is known as...?
Proactive interference
117
What is proactive interference?
The tendency for earlier memories to disrupt the retrievability of more recent memories
Simply = Older memory hinders access to a more recent target memory
118
Does proactive interference affect older or newer memories?
Newer
119
When we fail to recall our new password because our old one intrudes during recall, refusing to be ignored or abandoned simply because it is out of date.
This is an example of...?
a. Proactive interference
b. Retroactive interference
a. Proactive interference
120
Describe a study investigating retroactive interference
List 2 points
1) Retroactive interference task: Ps learn two lists of word pairs, one after the other.
List 1 ---> List 2 (related pairs) --> Test on List 1
2) A control group skips second-list learning.
List 1 ---> Filler activity ---> Test on List 1
121
1) Retroactive interference task: Ps learn two lists of word pairs, one after the other.
List 1 ---> List 2 (related pairs) --> Test on List 1
2) A control group skips second-list learning.
List 1 ---> Filler activity ---> Test on List 1
Describe the results of this study (List 3 points)
1) Introducing a new (second) memory impairs recall of a first memory (especially if they are similar)
2) There is especially strong interference if the two lists share cues
3) More training/practice on the second list results in a decline in memory for the first list
122
There's greater interference when...?
List 2 points
1) Target words are similar to competitors
2) More confusion between the word lists
123
True or False?
Every type of intervening experience impairs memory
False
Not every type of intervening experience impairs memory – the experience needs to be similar
124
Describe the study by Baddeley & Hitch (1977) investigating retroactive interference in realistic memories
List 2 points
1) Rugby players asked to recall the names of teams they played earlier in the season
2) Some players missed certain games, allowing discrimination of forgetting due to decay (time) vs interference from intervening games
125
Describe the results of study by Baddeley & Hitch (1977) investigating retroactive interference in realistic memories
List 3 points
1) Time was not good predictor of forgetting
2) Forgetting increased with the number of intervening games since the target memory rather than trace decay
3) Their memory of having played a whole rugby game could be made less accessible simply because they have played many rugby games since then
126
Their memory of having played a whole rugby game could be made less accessible simply because they have played many rugby games since then
This is an example of...?
Retroactive interference
127
Their memory of having played a whole rugby game could be made less accessible simply because they have played many rugby games since then
What does this suggest?
Forgetting increased due to interference rather than trace decay
128
Forgetting was due to interference rather than decay.
New rugby games interfere with previous ones – making them less accessible
What does this demonstrate?
It demonstrates the tendency for recent events to interfere with memory of similar events from the past
129
The tendency of older memories to interfere with retrieval of recent experiences and knowledge
This is known as...?
Proactive interference
130
The number of previous learning experiences (e.g., lists) determine the rate of forgetting of new ones
This is known as...?
Proactive interference
131
Proactive interference is more severe for...?
a. Recognition
b. Recall
c. Visual retention
d. Reading
b. Recall
132
Describe a study investigating proactive interference
List 2 points
1) Ps learned two lists of word pairs
List 1 --> List 2 --> Test on List 2
2) A control group skips first-list learning
Filler activity --> List 2 --> Test on List 2
133
1) Ps learned two lists of word pairs
List 1 --> List 2 --> Test on List 2
2) A control group skips first-list learning
Filler activity --> List 2 --> Test on List 2
What were the results of this study? (List 2 points)
1) Target memory was more vulnerable to forgetting if there were lists of words presented before the target memory
Simply = List-Two memory decreases as the number of prior lists increases
2) Proactive interference is more severe for recall than recognition
134
What are other causes of forgetting?
Part-set cuing impairment
135
The tendency for recall to be impaired by the provision of retrieval cues drawn from the same category of items in memory
Simply= cuing is detrimental to memory performance
This is known as...?
Part-set cuing impairment
136
What is part-set cuing impairment?
The tendency for recall to be impaired by the provision of retrieval cues drawn from the same category of items in memory
137
The tendency for the presence of some items as retrieval cues (like the CDs on display in the storefront) to impair one’s ability to retrieve other items within the same set (the desired CD)
This is an example of...?
Part-set cuing impairment
138
Based on part-set cuing impairment, what happens to memory retrieval if hints that are similar to the target memory are provided?
Target memory retrieval becomes impaired
139
How does part-set cuing impairment work?
List 2 points
1) Presenting similar items as cues, strengthens their association to the cue
2) Competition for non-cues increases --> memory worsens
140
When presenting part of a set of items (e.g., a category, a mental list of movies you want to rent) hinders your ability to recall the remaining items in the set.
This is an example of...?
Part-set cuing impairment
141
Cues = Colleague's name
Part-set cues = Ian, Garry, Rose
Target cue = .....
This is an example of...?
Part-set cuing impairment
142
Why does providing cues worsen retrieval for target memory, according to part-set cuing impairment?
Because similar cues drawn from the same pool of memories have strengthened associations with part-set cues (competitors) and a weakened association with the target memory
143
Similar cues drawn from the same pool of memories have strengthened associations with part-set cues (competitors) and a weakened association with the target memory
This is known as...?
Part-set cuing
144
Selective/partial retrieval can harm recall of other memories related to the retrieved item compared to baseline items for which no related items had been retrieved
This is known as...?
Retrieval-Induced Forgetting (RIF)
145
What did Slamecka's (1968) study conclude about part-set cuing?
Providing cues (i.e. competitor items) reduced recall for the non-cued items (i.e. targets)
146
What is Retrieval- Induced Forgetting (RIF)?
When selective/partial retrieval can harm recall of other memories related to the retrieved item compared to baseline items for which no related items had been retrieved
147
Selective/partial retrieval can harm recall of other memories related to the retrieved item compared to baseline items for which no related items had been retrieved
This has important implications for learning and studying
How?
Selective retrieval may contribute to more severe forgetting for information that is not practiced/retrieved
148
Selective retrieval may contribute to more severe forgetting for information that ...?
Is not practiced/retrieved
149
Describe Anderson et al.'s (1994) study on retrieval-induced forgetting
List 3 points
1) Ps first study verbal categories, like FRUITS, DRINKS, and TREES for a later memory test
2) Ps were asked to repeatedly recall some of the examples that they just studied, from some of the categories.
3) Following this “retrieval practice,” a test is given in which Ps are asked to recall all examples that they remember seeing from every category
150
Describe the results of Anderson et al.'s (1994) study on retrieval-induced forgetting
List 2 points
1) Ps clearly recalled the examples that they practiced quite well
2) But also recall the remaining unpracticed examples (e.g., FRUIT-BANANA), compared to unpracticed items from baseline categories that are also studied, but none of whose examples receive retrieval practice (e.g., DRINKS-SCOTCH).
Simply = Non practiced items had a substantial increase in forgetting compared to the control group
151
Ps recall the remaining unpracticed examples (e.g., FRUIT-BANANA), compared to unpracticed items from baseline categories that are also studied, but none of whose examples receive retrieval practice (e.g., DRINKS-SCOTCH).
What does this indicate?
Relative to baseline, practice facilitates recall of the practiced items, whereas unpracticed items from practiced categories suffer retrieval-induced forgetting
152
Describe Shaw et al.'s study on Retrieval-Induced Forgetting implications
List 2 points
Crime scene interrogations
1) Study Phase = Watch a slideshow of a crime scene (a party where objects were stolen)
2) Retrieval Practice Phase = Interrogate subjects about some of the objects in the slideshow
153
Crime scene interrogations
1) Study Phase = Watch a slideshow of a crime scene (a party where objects were stolen)
2) Retrieval Practice Phase = Interrogate subjects about some of the objects in the slideshow
What was the result of this study?
Interrogating people about some stolen items impaired memory for related items
154
Interrogating people about some stolen items impaired memory for related items
What did this conclude?
Retrieval-Induced Forgetting may have important implications for how witnesses should be questioned
155
What is the advantage of Retrieval?
Retrieval (e.g., testing effect/retrieval practice) can be beneficial for strengthening memories
156
Retrieval (e.g., testing effect/retrieval practice) can be beneficial for ....?
Strengthening memories
157
What is the disadvantage of Retrieval?
Selective strengthening (i.e., incomplete retrieval)
The benefits may diminish as it causes forgetting of other related things
158
Simply asking a witness about the haircut of one perpetrator makes them more likely to forget what colour trousers they wore, or even the haircut of a second perpetrator
This is an example of...?
Retrieval-Induced Forgetting
159
What are the 2 main interference mechanisms?
1) Associative blocking
2) Associative unlearning
160
What is associative blocking?
When a cue fails to elicit a target trace because it repeatedly elicits a stronger competitor, leading people to abandon efforts to retrieve target
Simply = When a cue elicits a stronger competitor, leading us to helplessly perseverate on something that we know to be incorrect.
161
When a cue fails to elicit a target trace because it repeatedly elicits a stronger competitor, leading people to abandon efforts to retrieve target
Simply = When a cue elicits a stronger competitor, leading us to helplessly perseverate on something that we know to be incorrect.
This is known as...?
Associative Blocking
162
What are the 4 examples of Associative Blocking?
1) Tip-of-the-Tongue
2) Retroactive interference
3) Part-set cuing
4) Cue overload
163
Which of these are examples of Associative Blocking?
a. Retroactive interference
b. Retrieval-Induced Forgetting
c. Part-set cuing
d. Tip-of-the-Tongue
e. Recall
f. Cue overload
Select all that apply
a. Retroactive interference
c. Part-set cuing
d. Tip-of-the-Tongue
f. Cue overload
164
What is cue overload?
When there's more associates, there's more likely a wrong answer to intrude
165
When there's more associates, there's more likely a wrong answer to intrude
This is known as...?
Cue overload
166
What is Associative Unlearning?
Associative bond linking a stimulus to a memory trace is punished by weakening it after being retrieved in error
Difficult to demonstrate empirically
167
Associative bond linking a stimulus to a memory trace is punished by weakening it after being retrieved in error
Difficult to demonstrate empirically
This is known as...?
Associative Unlearning
168
When cue is blocked for competitors but not for target memory
This is known as...?
a. Associative blocking
b. Associative unlearning
a. Associative blocking
169
When cue for a memory is unlearned as a punishment for retrieval error
This is known as...?
a. Associative blocking
b. Associative unlearning
b. Associative unlearning
170
What are the 2 examples of Associative Unlearning?
1) Retroactive interference
2) Retrieval-Induced Forgetting
171
Which of these are examples of Associative Unlearning?
a. Retroactive interference
b. Retrieval-Induced Forgetting
c. Part-set cuing
d. Tip-of-the-Tongue
e. Recall
f. Cue overload
Select all that apply
a. Retroactive interference
b. Retrieval-Induced Forgetting
172
Suppose that you try to retrieve the new password to your email account.
If you recall your old password and realise the mistake, the association between the cue “password” and the original password details will get weakened, decreasing the chances that it will pop up again in the future
If the old password is punished often enough, the association may grow so weak that the cue “password” will no longer activate that target.
This is an example of..?
a. Associative blocking
b. Associative unlearning
b. Associative unlearning
173
Why does forgetting happen?
To control retrieval in the face of competition
174
True or False?
Forgetting can be an active process
True
175
How does forgetting facilitate future retrieval attempts of practiced/ strengthened
memories?
By inhibiting competitors
176
In what case can we say forgetting is beneficial?
When it facilitates future retrieval attempts of practiced/ strengthened
memories by inhibiting competitors
177
What behaviour does forgetting help induce?
List 2 points
1) Goal-directed behaviour
2) Decision-making
178
What is inhibition?
When memories that are not useful anymore are removed
179
When memories that are not useful anymore are removed
This is known as...?
Inhibition
180
True or False?
Memory should be viewed as a means for high- fidelity transmission of information
False
Memory should not be viewed as a means for high- fidelity transmission of information
181
The goal of memory is to...?
Guide intelligent decision- making
182
What 2 beneficial things does forgetting allow us to do?
1) Exhibit flexible behaviour
2) Generalise past events to new experiences
183
Forgetting is not necessarily a failure of memory but may represent an investment in a more...?
Optimal mnemonic strategy
184
....... makes memories more resistant to forgetting
Consolidation
185
Apart from decay, what 2 other factors may contribute to forgetting?
1) Context shifts
2) Interference
186
Remembering can cause forgetting
This is known as...?
a. Retrieval induced forgetting
b. Part-set cuing
a. Retrieval induced forgetting
187
When part of set is presented disrupts retrieval of the remaining
This is known as...?
a. Retrieval induced forgetting
b. Part-set cuing
b. Part-set cuing
188
Forgetting can be adaptive in order to increase ...?
Cognitive efficiency
