Strengths and Weaknesses of Cue-Dependant Forgetting Theory.
Supporting research Baker et al (2004) investigated whether chewing gum when learning and recalling material produces a similar contextual effect (sensory due to taste and feel, as well as carrying out an action). 83 students (57 make and 26 female) agd 18-46 were involved in the.
Tulving says State-Dependant Forgetting and Context-Dependant Forgetting are both examples of Cue-Dependant Forgetting. Retrieved cues are either encoded with the material to be remembered when it’s first learnt, or can be used as help when we are searching our memories. Tulving says we fail to retrieve something if these cues fail to match what is encoded in our memories. State-Dependent.
The interference theory has been proposed mainly as an explanation for forgetting that happens in the long term memory (LTM), when information reaches our LTM it becomes permanent. Which is why interference has been proposed as an explanation, because if the information in our LTM is more or less permanent, forgetting might occur because we can t get access to that information even though it.
This cue worked like a context dependent cue. Memory retrieval can be r triggered by replication of the context in which the memory was encoded; in this case it was a smell, which is a context dependent cue. 2. I have walked into my primary school before and noticed the wall we all used to play around, we just seemed to congregate around this wall. It reminded me of running around it and.
Forgetting is greatest when context and state are very different at encoding and retrieval. In this situation, retrieval cues are absent and the likely result is cue-dependent forgetting. Evaluation (AO3) People tend to remember material better when there is a match between their mood at learning and at retrieval. The effects are stronger when.
Given that associative interference interrupts the trained cue-target associations, the forgetting effect should be restricted to the trained-cue retrieval. (2) If covert cuing is also in operation, as was claimed by Camp et al. (2009), cue-independent forgetting should also be observed in the interference condition. Thus, if both conditions.
The other theory psychologists use to explain STM forgetting is the displacement theory. Think back to that analogy of your STM as a wallet. There is limited space, so something has to be removed.