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Lesson 2:
Forgetting Curve - The Work of Ebbinghaus
Wednesday, 4 April 2012
Lesson 1: Forgetting & Memory Loss
EXAM QUESTION
(Taken from VCAA Sample Exam 2011)
Wednesday, 4 April 2012
Model Response:
a. The Tip-of-the-tongue Phenomenon is knowing that your memory does have the name, item or material you are trying to remember but just cannot retrieve it at that moment.
b. Any one of the following:
1) Retrieval Failure Theory - the information was available but not accessible due to inadequate retrieval cues
OR
2) Interference Theory - the information is available but is blocked by interference from similar sounding material
Wednesday, 4 April 2012
Lesson 2 - The Forgetting Curve - The Work of Ebbinghaus
Objectives
Outline techniques used to manipulate and improve memory
Describe the significance of the Forgetting curve as informed by the work of Hermann Ebbinghaus
Explain the measures of retention including the relative sensitivity of recall, recognition and relearning
Explain the effect of context dependent cues and state dependent cues
Wednesday, 4 April 2012
Recall the phone number from last lesson
Wednesday, 4 April 2012
9458 2329
Wednesday, 4 April 2012
What is your phone number?
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Why is it we can remember our phone number which we learnt many years
prior, but cannot remember a number we learnt last lesson???
Wednesday, 4 April 2012
The forgetting curve represents the normal pattern of forgetting for new meaningless
information
Generally we forget about 60% of what we have just
processed within the first 20 minutes.
More than half of memory loss that occurs is within the
first hour.
Most of the material that will be forgotten is done so within the first 8 hours, then it
steadies out.
Wednesday, 4 April 2012
You will forget less if:
* The information is meaningful
* Information is learnt over an extended period of time
* Information is encoded well
Wednesday, 4 April 2012
Measures of Retention – Measuring Memory
Recall
Recognition
Relearning
Wednesday, 4 April 2012
Recall - Being asked to reproduce information with the fewest possible cues.
Free Recall – asked to remember as much information as possible in no particular order -List of grocery items
Serial Recall – asked to recall information in a particular order - Names of Cities (itinerary)
Cued Recall - given a cue then asked to recall Seven Dwarfs: first letter of
Wednesday, 4 April 2012
Recognition - Identifying correct information from among alternatives.
Can retrieve more this way as recognition provides more cues for retrieving from LTM.
Recognition is a more sensitive measure
Example – multiple choice Q’s
Wednesday, 4 April 2012
Relearning - Even if you can’t recall or recognise initially it doesn’t mean there is no memory. If you relearn it and learn it more quickly the
2nd time, the assumption is that there was some memory available
Especially true for procedural memory - saying its like riding a bicycle - never forget how to ride a bike
Savings score - if the time taken to learn the material originally can be measured and compared with the time taken to relearn the same
material, then a savings score can be calculated
(time for original learning) - (times for relearning) x 100%
__________________________________________
(time for original learning
Savings Score
=
Wednesday, 4 April 2012
Measures of retention - sensitivity
Recall worst
Recognition better
Relearning best
Wednesday, 4 April 2012
Encoding Specificity
COG LAB EXPERIMENT
(30 minutes)
Questions on wiki to follow
Tulving & Thomson 1973 - Encoding Specificity states that the associations formed at the time of encoding new memories will be the most effective
retrieval cues
Wednesday, 4 April 2012