7.8 Theories of forgetting: decay, interference and retrieval failure

Forgetting

Inability to Recall
- Loss of access to stored memories
- Fading of memory traces over time
- Memory consolidation issues
Inability to Recognize
- Failure to identify previously learned information
- Mismatch between encoding and retrieval cues
Types of Forgetting
- Intentional
  - Suppression
  - Motivated forgetting
- Unintentional
  - Decay theory
  - Interference theory
  - Retrieval failure theory
Factors Influencing Forgetting
- Individual differences
  - Age
  - Memory capacity
  - Cognitive abilities
- Environmental factors
  - Context
  - Encoding specificity
- Emotional factors
  - Stress
  - Trauma
Importance of Forgetting
- Adaptive value
  - Prioritizing relevant information
  - Facilitating new learning
- Memory management
  - Preventing cognitive overload
  - Enhancing decision-making

Basic Premise
- Memory traces weaken over time
- Lack of use or rehearsal leads to forgetting
Role of Time
- Time as a major factor
- Longer intervals lead to more forgetting
Memory Systems
- Sensory memory
  - Brief duration
  - Rapid decay
- Short-term memory
  - Limited capacity
  - Decay occurs within seconds to minutes
- Long-term memory
  - Larger capacity
  - Slower decay process
Examples and Experiments
- Ebbinghaus forgetting curve
  - Rapid forgetting initially
  - Gradual decline over time
- Brown-Peterson task
  - Distractor tasks
  - Short-term memory decay
Criticisms
- Inability to explain all instances of forgetting
- Confounding variables
  - Interference
  - Retrieval failure
- Inconsistency in decay rates
Real-world Implications
- Strategies for improving memory
  - Spaced repetition
  - Active recall
- Education and learning
  - Timely review of materials
  - Structured study sessions

Basic Premise
- Forgetting occurs due to competition between memories
- New and old memories interfere with each other
Types of Interference
- Retroactive interference
  - New memories impair old memories
  - Difficulty recalling previously learned information
- Proactive interference
  - Old memories impair new memories
  - Difficulty learning new information
Factors Affecting Interference
- Similarity of information
  - Greater interference with similar memories
- Temporal proximity
  - Interference increases with closer learning events
Examples and Experiments
- McGeoch and McDonald (1931)
  - Learning lists of words
  - Retroactive interference demonstrated
- Underwood (1957)
  - Proactive interference
  - Learning multiple lists
Criticisms
- Inability to explain all instances of forgetting
- Confounding variables
  - Decay
  - Retrieval failure
- Overemphasis on laboratory studies
Real-world Implications
- Strategies for reducing interference
  - Varied practice
  - Sleep and consolidation
- Education and learning
  - Curriculum design
  - Spacing and interleaving

Basic Premise
- Forgetting occurs due to inability to access stored memories
- Insufficient cues or mismatch between encoding and retrieval
Factors Affecting Retrieval
- Encoding specificity
  - Memories encoded with specific cues
  - Cues present during encoding facilitate retrieval
- Context-dependent memory
  - Environmental context affects memory retrieval
  - Similar context enhances recall
- State-dependent memory
  - Internal states affect retrieval
  - Emotional, physiological states influence recall
- Tip of the tongue phenomenon
  - Partial retrieval
  - Inability to fully recall information
Examples and Experiments
- Godden and Baddeley (1975)
  - Diving experiment
  - Context-dependent memory
- Eich and Metcalfe (1989)
  - State-dependent memory
  - Mood-congruent recall
- Tulving and Pearlstone (1966)
  - Cued recall
  - Encoding specificity
Criticisms
- Inability to explain all instances of forgetting
- Confounding variables
  - Decay
  - Interference
- Difficulty in isolating retrieval factors
Real-world Implications
- Strategies for enhancing retrieval
  - Elaborative encoding
  - Mnemonics
- Education and learning
  - Contextualized learning
  - Retrieval practice

Aspect	Decay Theory	Interference Theory	Retrieval Failure Theory
Basic Premise	Memory traces weaken over time due to lack of use or rehearsal.	Forgetting occurs due to competition between memories.	Forgetting occurs due to inability to access stored memories.
Key Factors	Time and lack of rehearsal.	Similarity of information and temporal proximity.	Encoding specificity, context, and internal states.
Memory Systems	Affects sensory, short-term, and long-term memory.	Primarily affects long-term memory.	Primarily affects long-term memory.
Examples	Ebbinghaus forgetting curve, Brown-Peterson task.	McGeoch and McDonald (1931), Underwood (1957).	Godden and Baddeley (1975), Eich and Metcalfe (1989).
Criticisms	Inability to explain all instances of forgetting, inconsistency in decay rates, confounding variables.	Inability to explain all instances of forgetting, overemphasis on laboratory studies, confounding variables.	Inability to explain all instances of forgetting, difficulty in isolating retrieval factors, confounding variables.
Real-world Implications	Spaced repetition, active recall, structured study sessions.	Varied practice, sleep and consolidation, spacing and interleaving.	Elaborative encoding, mnemonics, contextualized learning, retrieval practice.

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