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Encoding Specificity & Memory Cues

The document discusses Tulving's theory of encoding specificity principle (ESP) which suggests that memories are encoded with contextual details of when they were learned. This context acts as a retrieval cue, so recall is better when the learning context matches the context at retrieval. Two types of forgetting are examined: context-dependent forgetting, where location of learning affects recall, and state-dependent forgetting, where physiological state like mood or drugs impacts recall. Key studies by Godden and Baddeley and Carter and Cassaday provide evidence for these types of forgetting when context or state mismatches between learning and recall.

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268 views9 pages

Encoding Specificity & Memory Cues

The document discusses Tulving's theory of encoding specificity principle (ESP) which suggests that memories are encoded with contextual details of when they were learned. This context acts as a retrieval cue, so recall is better when the learning context matches the context at retrieval. Two types of forgetting are examined: context-dependent forgetting, where location of learning affects recall, and state-dependent forgetting, where physiological state like mood or drugs impacts recall. Key studies by Godden and Baddeley and Carter and Cassaday provide evidence for these types of forgetting when context or state mismatches between learning and recall.

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Anonymous jBkOCUW1
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd

Encoding Specificity

Principle ESP
Tulving (1983)
The theory of ESP suggest that when we
acquire memories we encode them with links
to the context at the time of learning.

Context can be regarded as a retrieval cue


this is a prompt to help recall stored
information in LTM.

The theory the closer the cue to the original


learning environment the better the recall. If
the cue is absent at the time of recall
Research into Retrieval
Cues
There are 2 types of forgetting which has
been studied: Context-dependent and State
dependent forgetting.
Go Animate clip
Key Study : Context-dependent
forgetting by Godden and
Baddeley (1975)
Context-dependent forgetting this is where location of learning
acts as a retrieval cue. The closer you are to the learning
environment the better the recall. If the contexts dont match
then retrieval failure can occur and forgetting takes place.
Using Page56 write up this experiment using the following questions to
help:
What was the aim of the experiment?
Who were the participants/how many? What did they have to do?
Describe the 2 locations used in the procedure.
What were the findings of the experiment?
How do these findings support the theory of context dependent
forgetting?
What are the practical applications of this study?
Key evaluation points
State-dependent
forgetting
Carter and Cassaday (1998) gave anti-histamine drugs to their Pps. The
anti-histamines had mild sedative effects which made the Pps drowsy. This
created an internal physiological state different from normal of being awake
and alert. The Pps had to learn a list of words then recall the information.
The 4 experimental conditions were:
learn on drug recall on drug
Learn on drug recall not on drug
Learn not on drug-recall on drug
Learn not on drug recall not on drug
Findings: In the conditions where there was a mismatch of internal state at
learning and recall performance on memory test was worse. When the cues
were absent (drowsiness due to drug/alert and normal with no drug) then
forgetting was worse. This supports the theory that the state at which
learning takes place can effect memory recall. Without retrieval cues
forgetting takes place.
State dependent Retrieval (other
research)
Goodwin et al in 1969 found that the internal
environment eg mood can affect learning. They
found that heavy drinkers who learned in that state
showed better recall when in a similar condition.
Eich (1980) supports this and has shown this is also
true with a range of other drugs eg marijuana.

Ucros 1989 found a moderately strong relationship


between mood at learning and retrieval. She found
that adults were more likely to show mood
dependence than children.
Evaluation brief notes:
Supportive evidence
Questioning context
Recall vs recognition
Practical application
Problem with measuring ESP

Outline ethical issues involved in state


dependent forgetting
State dependent forgetting

The use of alcohol and drugs to induce


heightened states of mood poses ethical
issues. Do participants fully understand the
implications of the research? Are participants
able to withdraw at any time? Are they
capable of providing informed consent; Would
they be put at risk of harm during the
experiment? Drugs are illegal.

Note: Italic = stretch and challenge

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