• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Describe two factors that influence forgetting in short-term memory (STM).

Extracts from this document...

Introduction

Tom Lowe Psychology homework - 21/10/05 (a) Describe two factors that influence forgetting in short-term memory (STM). One of the factors that influence forgetting is because the information no longer exists in memory, and is therefore no longer available for recall. The second influencing factor of forgetting in short term memory is that the material cannot be found, and can therefore not be recalled, this is known as 'Cue Dependent forgetting'. ...read more.

Middle

Jacobs found that the average number of items that were correctly recalled was between five and nine, and he also found that digits were recalled better than letters. He also found that the number of correctly recalled items increased with age. (c) Outline the finding(s) of one study of flashbulb memories and give one criticism of this One study aiming to investigate 'Flashbulb memories' was Conway et al. ...read more.

Conclusion

(d) According to Freud (1915) "repression lies simply in the function of rejecting and keeping something out of consciousness." - Consider the extent to which research into the process of repression enables us to explain forgetting. Repression is another reason for not being able to retrieve a memory, the memory that is being repressed is likely to be emotionally threatening to that individual. Repression therefore cannot really be linked greatly to forgetting, because the memory has not been forgotten, it has been repressed. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Cognitive Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Cognitive Psychology essays

  1. Marked by a teacher

    Define short-term memory and describe the main factors that influence the number of items ...

    4 star(s)

    (Eysenck and Keane 2002 [3]). It came to light that if one speaks the sentences or sequences aloud they might perform more successfully. Baddeley (1999 [1]) states that 'articulating and hearing the sounds of the numbers registers them in the brief echoic store'.

  2. SHORT TERM MEMORY

    This hypothesis was decided on because it will be interesting to see how effective the short-term memory is, because the short-term memory is useful and essential in most of our everyday life - it's inevitable. This aim was chosen because it is interesting to see whether a distraction will affect

  1. This study is based on the theory of cue dependent forgetting - more specifically, ...

    To overcome this, the experiment could be carried out using two classrooms or two different environments which are not related to learning. It is difficult to differentiate between internal and external cues, state and context, as different environments induce certain states.

  2. Investigating the short-term memory

    In his study, he investigated the coding of words. This word included the ones that sounded the same, and the ones with the same meaning. The participants were asked to recall these words immediately after and the obtained result showed that errors had occurred with the similar sounding words but not the similar meaning words.

  1. effects of chunking and unchunking on short term memory

    All results were anonymous for confidentiality and participants gave consent to participate in the experiment. Participants 25 participants were used for this investigation, both male and female. The target population were 16-17year old students from Cherwell School.

  2. Retrieval Induced Forgetting in Coherent Narrative Text.

    The recall of Rp- items was significantly lower than that of Nrp items. The results also showed retrieval practice enhanced recall performance on practiced items from the previously practiced island. However, the retrieval practice also impaired recall on unpracticed items relative from one island to another. Macrae and Macleod (1999)

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work