cue dependant theory of forgetting
CUE DEPENDANT THEORY OF FORGETTING
DESCRIPTION
Forgetting occurs when the cue present during learning is absent during recall. A cue is an additional piece of information that guidelines to the information we are seeking. There are two types of cues, Context cues and state cues. Contextual cue is when we gather information from our surroundings e.g. if a student learns in a classroom, but completes a exam in another classroom they are likely to forget the information because the learning and recall context is different. State cue is the type of mood you are in while recalling e.g. if a student is happy while learning and sad after the exam is complete, they are likely to forget the information because the learning and recall state is different.
EVALUATING THE CUE DEPENDANT THEORY
SUPPORTING-Godden and Baddedly support the cue dependant theory, as participants remembered less words when cue was different for learning and recall, this supports the cue dependant theory because it suggests the we forget if the cue is different for learning and recall
CONFLICTING- It is difficult to generalise the findings from Godden and Baddedly’s study to support the theory as a small sample of 18 scuba divers was used, this does not represent the entire population and results may have been due to chance.
CONFLICTING- Interference theory that goes against the cue dependant theory of forgetting, as the theory suggests we forget as a result of old memories and new memories interfering with each other. Cue dependant theory states that forgetting occurs because the learning and recall cue is different, interference theory goes against the cue dependant theory
OTHER EXPLANANTION- Theory of forgetting fails to take into account biological factors that will also contribute to forgetting e.g. people with alzheim have lost memory because of neurological decay of memory trace, cue dependant theory suggests that a person forgets because the cue for learning and recall is different.
DESCRIPTION
Forgetting occurs when the cue present during learning is absent during recall. A cue is an additional piece of information that guidelines to the information we are seeking. There are two types of cues, Context cues and state cues. Contextual cue is when we gather information from our surroundings e.g. if a student learns in a classroom, but completes a exam in another classroom they are likely to forget the information because the learning and recall context is different. State cue is the type of mood you are in while recalling e.g. if a student is happy while learning and sad after the exam is complete, they are likely to forget the information because the learning and recall state is different.
EVALUATING THE CUE DEPENDANT THEORY
SUPPORTING-Godden and Baddedly support the cue dependant theory, as participants remembered less words when cue was different for learning and recall, this supports the cue dependant theory because it suggests the we forget if the cue is different for learning and recall
CONFLICTING- It is difficult to generalise the findings from Godden and Baddedly’s study to support the theory as a small sample of 18 scuba divers was used, this does not represent the entire population and results may have been due to chance.
CONFLICTING- Interference theory that goes against the cue dependant theory of forgetting, as the theory suggests we forget as a result of old memories and new memories interfering with each other. Cue dependant theory states that forgetting occurs because the learning and recall cue is different, interference theory goes against the cue dependant theory
OTHER EXPLANANTION- Theory of forgetting fails to take into account biological factors that will also contribute to forgetting e.g. people with alzheim have lost memory because of neurological decay of memory trace, cue dependant theory suggests that a person forgets because the cue for learning and recall is different.