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Much research has been conducted to investigate how retrieval failure can explain forgetting. In the following article, we will look at Godden and Baddeley's (1975)'s study on cue-dependent forgetting.
But first, what is the cue context-dependent forgetting in psychology? Let's look at the definition.
Retrieval failure, or cue-dependent forgetting, is intended to explain the failure to recall information without memory cues.
Godden and Baddeley (1975) conducted experimental research to highlight the importance of environmental settings in memory retrieval.
18 deep-sea divers were invited to participate in the study. Participants were asked to memorise a list of 36 unrelated words of two or three syllables. Participants were split into two groups. One group did the learning section on the beach, and the other group did underwater. Half of the beach learners remained on the beach when they were asked to remember the words. The rest had to recall underwater. Also, half of the underwater learners remained underwater to recall, and the others had to recall on the beach.
The results show that when the environmental context of learning and recall did not match, participants performed with 40% lower accuracy than the matched group. Godden and Baddeley (1975) concluded that the mismatch between the external cues available at learning and recall led to retrieval failure. This study demonstrates context-dependent forgetting as the difficulty of recall increases due to the lack of external cues found in the context (setting).
In the following, we will show you the evaluation of Godden and Baddeley's (1975) study. This discusses the real-world applications, circularity, ecological validity and other kinds of forgetting. Evaluation points are presented in the format of PEEL: Point / Evidence / Explanation / Link.
| P: | The understanding of how environmental context affects memory retrieval have significant real-world applications. |
| E: | For example, Smith (1979) showed that just thinking of the room in which the original learning took place was as effective as actually being in the same place at the time of retrieval. |
| E: | The theory has been helpful to forensic and police work as it helps facilitate recall from eyewitnesses. |
| L: | This means the theory has a real-world practical application making it useful outside of the psychology laboratory. |
| P: | Cue-dependent forgetting is not the only explanation of forgetting in Psychology. |
| E: | For example, the interference theory of forgetting suggests that forgetting happens when memories interfere with and disturb one another; in other words, forgetting occurs when two pieces of information conflict. |
| E: | Further, research evidence by McGeoch & McDonald (1931) showed that the more similar the two pieces of information, the stronger the interference effect. In other words, the more similar the information, the easier it is to forget. |
| L: | Therefore, cue-dependent forgetting may have overlooked the effect of interference on forgetting. |
| P: | Research evidence supporting cue-dependent forgetting are criticized for having the risk of circular reasoning. |
| E: | Circular reasoning is a type of informal fallacy in which a conclusion is reached that is not materially different from something that was assumed as a premise of the argument. In other words, the argument assumes what it is supposed to prove. |
| E: | It is worth noticing that no evidence has shown whether the cue has been encoded along with the testing material nor which test materials are successfully stored in particular. |
| L: | We should take the risk of circularity into account. As this theory is difficult to refute as if recall does not occur is it because the information is not stored or because the right cue is not present. |
| P: | Godden and Baddeley (1975) lack ecological validity |
| E: | Although this study was carried out in a natural setting, the testing materials were artificial. |
| E: | The words list used in the study had no personal meaning to the participants and didn't resemble actual memory usage in the real world. |
| L: | This implies the results of this study have limited application to the real world due to the lack of ecological validity. |
The mismatch between the external cues available at learning and recall led to retrieval failure. The difficulty of recall increases due to the lack of external cues.
One strength of Godden and Baddeley (1975) is did understanding cue-dependent forgetting has significant real-world applications. For example, the theory has been helpful to forensic and police work as it helps facilitate recall from eyewitnesses.
One weakness of Godden and Baddeley (1975) is the lack of ecological validity. Although this study was carried out in a natural setting, the testing materials were artificial.
Another weakness is the risk of circularity. It is worth noticing that no evidence has shown whether or not the cue has been encoded along with the testing material. We should take the risk of circularity into account while discussing cue-independent forgetting.
Cue-dependent forgetting, or retrieval failure, is the failure to recall information without memory cues.
No, under the A level syllabus, cue-dependent theory explains forgetting in long-term memory.
The results of Godden and Baddeley's study show that when the environmental context of learning and recall did not match, participants performed with 40% lower accuracy than the matched group. Godden and Baddeley (1975) concluded that the mismatch between the external cues available at learning and recall led to retrieval failure.
This study demonstrates context-dependent forgetting as the difficulty of recall increases due to the lack of external cues found in the context (setting).
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