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Displacement
o Forgetting in STM due to Lack of availability
o Refers to limited number of slots as identified by Miller.
o Some existing info is displaced from STM as a new piece is taken
in.
o Suggests if info is to be retained it must be processed into LTM.
Shallice
Procedure- a serial probe task was used in which participants were
presented with 16 digits, at the rate of either 1 per second or 4. One of the
digits was the probe, and was repeated in the sequence. Participants asked
which number followed it.
Results- Recall was much better when only a few digits followed the probe.
Recall was also better in the more rapid presentation condition.
Conclusion- findings that recall was better when only a few digits followed
probe supports displacement. Differences in speed of presentation explain
trace decay.
Trace Decay
o Both STM & LTM due to lack of availability.
o Learning something creates a memory trace which gradually fades.
Evidence comes from Brown-Peterson technique. Peterson & Peterson
found tat the counting task brought about forgetting and suggested
that this was because rehearsal which is necessary to replenish the
decay was prevented. However it could be that displacement caused
forgetting since the numbers counted backwards are put into the
STM and so displace the trigrams.
o Shallice’s findings that the more rapid presentation led to less
forgetting also supports the idea of trace decay.
o Procedural memory- even when not rode a bike for a long time, so
memory cant be replenished, people have little difficulty in riding
again, also true of faces (Bahirck et al 1975- participants could
identify classmates faces 90% of the time many years after
graduation. Showing that memory faces shows little trace decay)
Interference
o Memories may be interfered with either by what we have learned
before, or by what we may learn in the future.
o STM & LTM due to lack of accessibility.
o Similarity is main factor in forgetting as similar memories compete
causing interference.
o Proactive interference- old knowledge interferes with new
knowledge. If wear watch on right hand instead of left, 1st few
times you will glance at left hand then right hand.
Loess study- presented participants with 3 names of animals, after
each list counted backward from 15 and then recall the list. They did
this 6 times. Later lists not recalled as well as early ones. Earlier lists
interfered with later ones. Recall was improved when a new subject
was introduced such as vegetables.
o Retroactive interference- new knowledge will interfere with old
knowledge
McGeoch & McDonald found that participants learning a word list, forgetting
was greatest when a subsequent interference task was similar to what had
been learned originally. Little effect on recall from interference when
unrelated material but more when it involved antonyms. Most forgetting
occurred when synonyms of original list were used.
Retrieval Failure
Zechmeister & Nyberg suggest that just imaging the context is enough to
provide retrieval cues.
Theory can explain why some forgetting occurs but we can not assume all
information in the LTM is recoverable if appropriate cues are present.
Important application to cognitive interview to question EWT.
Repression
Vanderploeg 2001
Found that traumatic brain injury (TBI) can lead to loss of consolidation.
TBI patients showed no deficits in encoding or retrieval in comparison to
matched controls, but their pattern of memory deficit supported the idea
that the consolidation process was impaired.
Giambra & Arenberg found that ageing affects the consolidation process as
older participants have greater deficits over shorter periods of time, which
they linked to the consolidation process.