Karteikarten
Forgetting Theories
Karten in diesem Stapel (13)
- 1Consolidation Theory (Muller & Pilzecker, 1900)Learning is not complete after rehearsal. Perseveration = repetition of information in the mind
1. Mental inactivity is better for consolidation
2. Interrupted consolidation leads to forgetting - 2Jenkins & Dallenbach (1924)Subjects who slept after learning words gave better performance on recall than subjects who stayed awake.
- 3Chorover & Schiller (1965)Rats were given electric shocks after jumping from a high platform either immediately or after 10s.
Only those who had the shocks 10s after learned the association so consolidation takes 10s - 4Quartermain et al (1972)Similar procedure but memory was tested 24/48/72 hours after. Amnesia of the shocks occurred 72 hours after so forgetting is a retrieval problem not a consolidation problem
- 5Interference TheoryProactive and retroactive interference. The conditions of learning interfere with forgetting. Competition of other responses interferes. Mental set interferes with remembering
- 6Retroactive interference= new info interferes with old info
- 7Proactive interference= old info interferes with new info
- 8Slamecka (1968)Subjects were asked to recall a list of words. Group 1 were given a blank response sheet. Group 2 were given a cued sheet.
Group 2 showed lower performance so cues interfere with memory - 9Anderson et al (1994)Subjects learn word pairs from 2 categories. They practice cue-target retrieval on half the words from one category.
Performance was lowest for the unpracticed items in the practiced category.
Retrieval of related items interferes with memory - 10Anderson (2003)Forgetting results from inhibitory mechanisms. Old info is overridden so new memories can be stored.
Executive control overcomes interference between memory traces.
E.G. you can inhibit a prepotent response to access a weaker but contextually appropriate response - 11Discrimination TheoryForgetting is temporary. Material is learned + associated with internal and external cues.
If the testing conditions don't show enough distinction between desired and competing memories then we forget - 12Norby (2015)Forgetting can be good
It enables emotion regulation, knowledge acquisition and context attunement.
To remember more positive than negative, we need to forget negative declarative memories which enables positivity.
To not feel bad about negative experiences, we need to forget negative emotions which enables painlessness - 13Richards & Gross (2000)Subjects watch a short leg amputation but are told to suppress emotional response.
They showed poorer recall than control subjects
Informationen
- Beschreibung
- Karteikarten am Forgetting Theories, erstellt von Alex Hickey am 13/05/2017.
- Erstellt von
- Alex Hickey · Mai 2017
- Aktualisiert
- 13 Mai 2017
- Aufrufe
- 0
- Bewertung