Cue Dependent Theory of Forgetting (Tulving)
This is a theory of why forgetting occurs in LTM. According to this theory proposed by Tulving, forgetting occurs when the right cue is not available for retrieving the memory. When a memory is encoded it leaves a memory trace which also stores information about the way we felt or the place we were in at the time of encoding. In order for this memory to be accessed again a retrieval cue (prompt) is required. The encoding specificity principle states ‘the greater the similarity between the encoding event and the retrieval event, the greater the likelihood of recalling the original memory’.
There are 2 types of cue that can aid recall – context and state. Context cues mean that if we are not in the same place as we were when learning, the memory may not be accessible. This is why when you revisit your old school you may recall more memories of being there. State cues mean that if we are not in the same physical and emotional state as we were when the learning happened, we may not be able to access the memory. Examples of state cues include – happiness, fear or even being drunk!
Supporting evidence
Godden & Baddeley (1975) found divers recalled 50% less words when asked to recall them to a different environment to where there were learnt – this supports context cues
However, this study has been criticised as it could be that changing conditions lead to more time to rehearse the words, making it unreliable.
Duka (2000) found that participants recognition of words was greater if learning and recall were in the same state e.g. alcohol – alcohol or placebo - placebo
Opposing evidence:
Evidence is mostly anecdotal – many people have experienced the sensation of knowing something but not being able to recall it e.g. walking into a room to get something but forgetting what it is until they retrace their steps. This is difficult to study without using experiments, however these are often unrealistic
Experiments tend to focus on word lists and using cues to test recall or recognition – this lacks validity as this is an artificial measure of memory.
It is impossible to tell if a memory is inaccessible or lost. It only studies situations where the memory is later recalled
It is hard to distinguish between state and context e.g. Music can be both context (based on where you are) and state (emotions associated with it
Different explanation:
Displacement suggests we forget due to the limited capacity of STM. Incoming information pushes out – displaces – information in storage and therefore the information is forgotten.
Application:
Cue dependent theory of forgetting has useful application for students and revision. If students associate their learning with cues this may help them recall information e.g. students could study in the room they will sit the exam in.
It also is useful for the police. Programmes such as Crimewatch often use reconstruction of an event – this is done to recreate the context cues. Taking witnesses back to a scene of a crime or asking them to draw it can often lead to them remembering more information due to the cues this provides.
This is a theory of why forgetting occurs in LTM. According to this theory proposed by Tulving, forgetting occurs when the right cue is not available for retrieving the memory. When a memory is encoded it leaves a memory trace which also stores information about the way we felt or the place we were in at the time of encoding. In order for this memory to be accessed again a retrieval cue (prompt) is required. The encoding specificity principle states ‘the greater the similarity between the encoding event and the retrieval event, the greater the likelihood of recalling the original memory’.
There are 2 types of cue that can aid recall – context and state. Context cues mean that if we are not in the same place as we were when learning, the memory may not be accessible. This is why when you revisit your old school you may recall more memories of being there. State cues mean that if we are not in the same physical and emotional state as we were when the learning happened, we may not be able to access the memory. Examples of state cues include – happiness, fear or even being drunk!
Supporting evidence
Godden & Baddeley (1975) found divers recalled 50% less words when asked to recall them to a different environment to where there were learnt – this supports context cues
However, this study has been criticised as it could be that changing conditions lead to more time to rehearse the words, making it unreliable.
Duka (2000) found that participants recognition of words was greater if learning and recall were in the same state e.g. alcohol – alcohol or placebo - placebo
Opposing evidence:
Evidence is mostly anecdotal – many people have experienced the sensation of knowing something but not being able to recall it e.g. walking into a room to get something but forgetting what it is until they retrace their steps. This is difficult to study without using experiments, however these are often unrealistic
Experiments tend to focus on word lists and using cues to test recall or recognition – this lacks validity as this is an artificial measure of memory.
It is impossible to tell if a memory is inaccessible or lost. It only studies situations where the memory is later recalled
It is hard to distinguish between state and context e.g. Music can be both context (based on where you are) and state (emotions associated with it
Different explanation:
Displacement suggests we forget due to the limited capacity of STM. Incoming information pushes out – displaces – information in storage and therefore the information is forgotten.
Application:
Cue dependent theory of forgetting has useful application for students and revision. If students associate their learning with cues this may help them recall information e.g. students could study in the room they will sit the exam in.
It also is useful for the police. Programmes such as Crimewatch often use reconstruction of an event – this is done to recreate the context cues. Taking witnesses back to a scene of a crime or asking them to draw it can often lead to them remembering more information due to the cues this provides.