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Summary AQA A level psychology memory - retrieval failure
Summary of 2 pages for the course Memory at AQA (Detailed A01 + A03)
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L6 - retrieval failure (RF) :This is a form of forgetting = occurs when we don’t have necessary cues to access memories
Memory is available but inaccessible unless suitable cue is provided
Cue = refers to a trigger of information that allows us to access a memory - these can be
meaning ful or indirectly encoded when it was learned
Cues can be external (environment in which we learned something new) or internal (mood
/emotions at time of learning)
Tulving’s encoding specificity principle : states that a cue has to be present at encoding and at
retrieval
If the cue is not present / slightly different at retrieval or encoding information will be forgotten
Cues learnt in a meaningful way / non meaningful:
1. context dependant forgetting (CDE) - recall depends on external cues
2. State dependant forgetting - recall depends on internal cues
Study into context dependant forgetting study into state dependant forgetting
Godden and baddeley carter and cassaday (1998)
A: wanted to see if context improves recall A: see if taking a drug that causes mild
P: 18 ppts = all members of a diving club. drowsiness would impact ppts ability to learn
divers has to listen to list of 36 unrelated and recall new information
words either on beach or underwater P: group of ppts antihistamine drugs - treats
4 group of ppts hay fever, which has a mild sedative effect =
1. dry-dry ppts feel drowsy
2. Wet-wet Creating internal psychological state =
3. Dry-wet different to normal state - alert and aware
4. Wet-dry
R: environment you are in can act as a trigger Used independent measure design
to recalling memories
C: context of learning acts as a trigger or cue 1. learn on drug - recall on drug
when trying to remember information 2. Learn on drug - recall not on drug
3. Learn not on drug - recall on drug
4. Learn not on drug - recall not on drug
R + C : recall worse where state at which they
encoded and retrieved it are different
Concluded that when cues are absent
(state/feeling) levels of forgetting is more
likely
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