Question 1: Define the term 'retrieval failure' as an explanation for forgetting.

Answer: Retrieval failure occurs when information is stored in memory but cannot be accessed at the time of trying to recall, often due to the absence of the correct retrieval cues.

Question 2: Describe how decay theory explains forgetting of information over time.

Answer: Decay theory suggests that memories fade and weaken over time if they are not actively rehearsed or recalled, leading to forgetting.

Question 3: Give an example of proactive interference affecting memory.

Answer: An example is when old phone numbers interfere with the ability to remember a new phone number because the old one is still active in memory.

Question 4: Explain the concept of interference in forgetting, distinguishing between proactive and retroactive interference.

Answer: Interference is when other information disrupts the ability to recall target information. Proactive interference occurs when old memories interfere with learning new information, while retroactive interference happens when new information makes it harder to recall old memories.

Question 5: Imagine a scenario where a student forgets their friend's new phone number after learning a different one. Is this an example of proactive or retroactive interference? Explain your answer.

Answer: This is an example of retroactive interference because new information (the new phone number) is interfering with the ability to recall the old number.

Question 6: Draw a simple diagram that illustrates the concept of decay theory in memory. Use labels to indicate the flow of information over time.

Answer: The diagram should show a box labeled 'Memory Trace' with arrows pointing to the right over time, gradually diminishing in size or opacity, indicating the weakening of memory over time.

Question 7: Describe two ways in which forgetting due to interference can be reduced or mitigated.

Answer: One way is to space out learning sessions to reduce interference. Another way is to vary the context or environment during learning and recall to strengthen memory cues.

Question 8: Explain how motivated forgetting can occur and give an example.

Answer: Motivated forgetting occurs when individuals deliberately forget or repress memories that are distressing or traumatic. For example, a person may forget details of a painful event to avoid emotional distress.

Question 9: Sketch a flowchart illustrating the process of forgetting due to retrieval failure. Include at least three steps or components in your diagram.

Answer: The sketch should depict: (1) Memory stored in long-term memory, (2) Retrieval attempt initiated, (3) Retrieval cues are absent or weak, leading to failure to recall the memory.

Question 10: Suggest one real-life situation where forgetting might be beneficial and explain why.

Answer: Forgetting traumatic experiences can be beneficial as it helps individuals cope and reduces emotional distress, allowing them to function better in daily life.