| A strength of Carter and Cassaday's study? | There are standardised procedures, this allows for the experiment to be replicated and tested for reliability |
| What are an example of meaningful cues? | Mneomic |
| What are external cues called? | Context-dependent cues |
| What are internal cues called? | State-dependent cues |
| What were Godden and Baddeley trying to find? | To provide evidnce for context-dependent cues |
| What was the procedure for Godden and Baddeley's study? | Deep sea divers had to learn words in different conditions:
1: learn on land - recall on land
2: learn on land - recall underwater
3: learn underwater - recall underwater
4: learn underwater - recall on land |
| What were the results of Godden and Baddeley's study? | Recall 40% lower in non-matching envrionment. External cues at learning were different which led to retrieval faliure |
| Strength of Godden and Baddeley's study? | High levels of control the experiment, this means that a cause and effect relationship can be established. |
| Strength of Godden and Baddeley's study? | Real life application, replicate setting for teachers to help students, its helpful for real life problems |
| A strength of Godden and Baddeley's study? | There are standardised procedures, this allows for the experiment to replicated and tested for reliability |
| Weakness of Godden and Baddeley's study? | Lack of ecological validity, due to the lack of mundane realism int he taks and also environment. The differences of the environment are very extreme and doesn't explain the smaller differences. |
| Weakness of Godden and Baddeley's study? | Low generalisability due to occupation bias of the deep sea divers |
| What was the procedure of Carter and Cassaday's study? | Gave anti-histamin drugs to ppts, which had a side effect of being slightly drowsy. Creates intenal physiological state different from the normal state. Learn words. And recall them. Tested state-dependent cues |
| The conditions for Carter and Cassaday's study? | Learn on drug - recall on drug
Learn on drug - recall without drug
Learn without drug - recall on drug
Learn without drug - recall without drug |
| Findings of Carter and Cassaday's study? | When conditions were mismatched, the memroy test was slightly worse. State-dependent forgetting happened when internal cue stored that is missing at the time of the recall. |
| Strength of Carter and Cassaday's study? | There is a high level of control, this means that a cause and effect relationship can be established |
| A strength of Carter and Cassaday's study? | There are standardised procedures, this allows for the experiment to be replicated and tested for reliability |
| Strength of Carter and Cassaday's study? | Relates to a real problem, real drug that peopel take. Useful for students: eg, caffeine to same internal state. |
| Weakness of Carter and Cassaday's study? | There are participant variables, the drug may affect people differently, some might not be as drowsy. Hard to standardise. |
| Weakness of Carter and Cassaday's study? | There is a lack of ecological validity due to the lack of mundane realism of the task and artificial environment |
| A strength of retrieval faliure theory? | There is evidence to support it. Eg: Godden and Baddeley's study. Significant due to researchers aruging that retrieval failure is the main reason for forgetting in the LTM.
Supports the idea of external cues (context-dependent) |
| A strength of retrieval faliure theory? | Retrival cues can help overcome forgetting in everyday situation. Baddeley suggest they are worth paying attention to even if they might not have a strong effect. Eg: going into a room and forgetting, visual room to help.
Can be applied to help everday life |
| A weakness of retrieval faliure theory? | Context cues are not very strong in everyday life. Godden and Baddeley needed to use 2 extreamly different contexs to see a difference. Hard for effect to be seen in similar contexts or not extreme contexts. Might not explain everday forgetting |
| A weakness of retrieval faliure theory? | Doesn't explain different types of memory tested. Godden and Baddeley repeated experiment with reconginition task. The performance was the same in all 4 conditions with no context dependent. Limited explain and only really explains recall |
