Forgetting

    OCR
    GCSE

    The study of Forgetting within Cognitive Psychology focuses on explanations for the loss of information from Long-Term Memory (LTM). The primary mechanisms examined are Interference Theory (Proactive and Retroactive) and Retrieval Failure due to absence of cues (Context-dependent and State-dependent). Candidates must distinguish between availability (trace decay) and accessibility (retrieval failure). This area is pivotal for understanding human cognition and has significant real-world application in eyewitness testimony and the Cognitive Interview. Assessment prioritizes the evaluation of experimental validity and the application of theories to novel scenarios.

    5
    Objectives
    4
    Exam Tips
    4
    Pitfalls
    3
    Key Terms
    5
    Mark Points

    Learning Objectives

    What you need to know and understand

    • Godden and Baddeley (1975): Context-dependent memory study using deep sea divers
    • Result: Recall was 40% lower in non-matching environments (Land/Water vs Water/Land)
    • Loftus and Pickrell (1995): 'Lost in the Mall' study demonstrating false memories
    • Proactive Interference: Old memories disrupt new learning
    • Retroactive Interference: New learning disrupts old memories

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have defined the theory, but you must apply it explicitly to the character in the scenario to gain AO2 marks"
    • "Specify the direction of the interference: is it old affecting new, or new affecting old?"
    • "Include specific data (percentages or numbers) when describing the results of Godden and Baddeley"
    • "Your evaluation is generic; explain *why* the use of divers makes the study hard to generalise to the public"

    Marking Points

    Key points examiners look for in your answers

    • Define Proactive Interference: Old information interferes with the recall of new information
    • Define Retroactive Interference: New information interferes with the recall of old information
    • Cite Godden and Baddeley (1975): Recall is superior when the context of retrieval matches the context of encoding (context-dependent memory)
    • Evaluate ecological validity: Acknowledge the artificiality of word list tasks versus real-world memory usage
    • Apply concepts to scenarios: Identify specific interference types in novel situations (AO2)

    Examiner Tips

    Expert advice for maximising your marks

    • 💡Use the mnemonic PORN (Proactive = Old affects new; Retroactive = New affects old) to distinguish interference types
    • 💡For the 13-mark 'Discuss' question, ensure a balance of Description (AO1), Application (AO2), and Evaluation (AO3)
    • 💡When evaluating Godden and Baddeley, critique the sample (divers) for generalisability to the wider population
    • 💡Always refer to 'cues' when explaining context-dependent forgetting; the absence of cues is the mechanism for failure

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing Proactive and Retroactive Interference (reversing the direction of the effect)
    • Describing 'State-dependent' forgetting (internal cues) instead of 'Context-dependent' (external cues) which is the OCR specification focus
    • Failing to report specific results from Godden and Baddeley (e.g., stating 'they forgot' rather than noting the 40% drop in non-matching conditions)
    • Generic evaluation (e.g., 'it was unethical') without linking to specific ethical guidelines like protection from harm or deception

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Define
    Describe
    Explain
    Calculate
    Discuss

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