EDST1101 Lecture Notes - Lecture 9: Free Recall, Cognitive Load, Encoding Specificity Principle
16 Oct 2018
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Document Summary
Information to be recalled is already present; task is to simply identify it: eg. multiple-choice test; recognising an old friend, recall. Implication: cues should be present at both encoding and retrieval for participants to benefit. State-dependent learning: godden and baddeley (1975, participants: scuba divers, method: divers listened to a list of words either underwater or on the beach. They later recalled the words underwater or on the beach: exposure recall. Land land: findings: better recall when tested in the same location as encoding. Forgetting: why does it occur: encoding failure. Information never reached ltm: discarded information, not all info is needed later. Information is there" but inaccessible - eg. tip of the tongue" phenomenon: memory trace may be too weak for retrieval task - additional cuing often helps. Relearning old material: forgotten material is generally relearned more quickly than material never learned, eg. relearning a language. Implies that info must still be stored in ltm, just is inaccessible.
