Lecture notes
Lecture: Forgetting
- Module
- Cognitive Psychology
- Institution
- Aston University, Birmingham (Aston)
Lecture notes Forgetting for BSc Psychology
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L9- ForgettingWhat is forgetting?
To be unable to remember (something)
To treat with thoughtless inattention- neglect
To leave behind unintentionally
To fail to mention (intentionally)
Aspects of forgetting
Loss of information
Loss of access
Intentional or incidental
Temporary or permanent
Graded
Forgetting studied in the lab (Ebbinghaus)
1st experimental study of forgetting
Use of unrelated material- nonsense syllables
Time course of forgetting- forgetting curve
Ebbinghaus’ experiment
Lists of meaningless pronounceable
syllables
baf tay bef nid
- Consonant-vowel-consonant num ven hab kol
Study list + re-learn after variable
saq pim wuk sap
time intervals 21 mins- 31 days rol sah zol dur
How much forgotten as a function
juv pec kip qaw
of time?
Ebbinghaus’ forgetting curve
, Forgetting= rapid at first but gradually slows down
What causes forgetting?
Consolidation theory
Decay
Interference
(If we know what causes forgetting- we learn something about how not to forget)
Consolidation
Consolidation= memory traces consolidate (‘grow stronger’) over time as a function of
frequency of retrieval + ‘deep processing’
Less consolidated traces are more likely to ‘fade’ + hence to be forgotten
Older memory traces are more consolidated + thus less sensitive to forgetting
Decay or interference?
BOTH can lead to forgetting
Decay= memory traces spontaneously fade over time
- Time itself causes forgetting
Interference= it is cognitive events during a retention interval that determine forgetting
- Not time per se BUT what you do during the interval
- Interference is more important in forgetting than decay
Types of interference
Proactive (PI): old items interfere with retrieval of new items
Retroactive (RI): new interfere with retrieval of old items
Proactive interference
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