Psychoboost Lecture: Explanations for Forgetting

Overview

• Discusses common experiences of forgetting and how cues can trigger memory.
• Covers types of interference: proactive and retroactive.
• Explores cue-dependent forgetting and types of retrieval cues.
• References studies supporting theories of forgetting.
• Provides practical applications and evaluations of forgetting theories.

Interference as an Explanation for Forgetting

• Definition: Long-term memories get confused with other memories when encoded.

Types of Interference

• Proactive Interference:

  • Older information interferes with the recall of newer information.
  • Example: Remembering an old password instead of a new one.

• Retroactive Interference:

  • New information disrupts the recall of older information.
  • Example: Forgetting old street names after learning new ones.

Factors Affecting Interference

• Similarity of information: More likely between similar sets (e.g., two phone numbers).
• Time sensitivity: More likely with small time gaps between learning information.

Research Examples

• Retroactive: Schmidt's study on street names and moving frequency (negative correlation).
• Proactive: Greenberg and Underwood's study on word lists and recall.

Cue-Dependent Forgetting

• Definition: Information is in long-term memory but inaccessible without correct cues.
• Encoding Specificity Principle: Memory encoded with context, aided by cues.

Types of Retrieval Cues

• Context-Dependent Cues:

  • External environment triggers memories.
  • Example: Godden and Baddeley's study with divers and word lists.

• State-Dependent Cues:

  • Internal environment (mood, state) affects recall.
  • Example: Overton's study on learning drunk vs. sober.

• Category-Dependent Cues:

  • Organization of information acts as a cue.
  • Example: Tolving and Pearlstone's study on categorized word lists.

Evaluations of Forgetting Theories

• Practical applications in revision strategies and cognitive interviews.
• Limitations of interference theory:
  • Might not explain everyday forgetting or whether information is overwritten or inaccessible.
  • Difficulty in explaining unrelated or mundane forgetting.
• Research often conducted in artificial settings, affecting validity.

Conclusion

• Encouraged to explore practice exam questions and additional resources on psycboost.com.
• Mention of upcoming topics: Factors affecting the accuracy of eyewitness testimony.