This document includes revision notes for retrieval failure as an explanation for forgetting for AQA A level psychology for the topic of memory in paper 1. All content follows the AQA specification.
Retrieval Failure: Information is present in LTM but cannot be accessed as retrieval cues are
not present.
- When we store a memory we store information about the situation (retrieval cues).
- Faced with a similar situation, retrieval cues trigger the memory of the situation.
The Encoding Specificity Principle (ESP)
- Tulving et al: there is an ESP, memory is improved when information available at
encoding is available at retrieval.
ESP would predict recall for information would be better if subjects were tested in the same
room they studied in vs. studied in one room and tested in a different room (Smith et al.).
Two Types of Non-meaningful Cues
Context-dependent forgetting: Recall that depends on external cues.
State-dependent forgetting: Recall that depends on internal cues.
- When information is learned, these external cues are encoded beside it.
Context-Dependent Forgetting
Godden & Baddeley asked divers to learn a list of words underwater or on land. Recalled
the words in the same place they learnt the list or in the opposite place (field study).
Findings: Accurate recall was 40% lower in the non-matching conditions as external cues
available at learning were different from the ones at recall, leading to retrieval failure.
State Dependent Forgetting
Carter and Cassaday: Ps had an antihistamine tablet making them drowsy (creates an
internal physiological state different from ‘normal state’ of being awake).
Ps learnt lists of words and passages in pose and recalled the information either while in the
same state or not. Four conditions:
- Condition 1: Learn on drug – recall on drug
- Condition 2: Learn on drug – recall without drug
- Condition 3: Learn without drug – recall without drug
- Condition 4: Learn without drug – recall on drug
Findings: In mixed match conditions between Ps' state at learning vs. their state at recall,
performance on memory test was worse. When cues are absent, more forgetting occurs.
STRENGTH: RLA
P: Baddeley suggests context related cues have some impact.
E: When we have trouble remembering something, we try to recall the environment we
learned it from - used in CI.
J: Retrieval failure has useful RLAs to other aspects of memory than forgetting.
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