[[Cue-dependent forgetting]] (also known as retrieval failure) occurs when memories are not obtainable because the appropriate cues are absent.<ref>{{cite name="APA Dictionary of Psychology">{{Cite web|url=https://dictionary.apa.org/|title=APA DictionaryCue-dependent offorgetting Psychology|websiteshortlink=dictionary.apa.org|language=encue-dependent-forgetting |access-date=2020-04-14 }}</ref> This is associated with a relatively common occurrence known as the [[tip of the tongue]] (TOT) phenomenon, originally developed by the psychologist [[William James]]. Tip of the tongue phenomenon refers to when an individual knows particular information, and they are aware that they know this information, yet can not produce it even though they may know certain aspects about the information.<ref>Willingham, D.B. (2001). Cognition: The thinking animal. Upper Saddle River, NJ: Prentice-Hall.</ref> For example, during an exam a student is asked who theorized the concept of Psychosexual Development, the student may be able to recall the details about the actual theory but they are unable to retrieve the memory associated with who originally introduced the theory.
====Priming====
Priming refers to an increased sensitivity to certain stimuli due to prior experience.<ref>{{cite name="APA Dictionary of|title=Priming |shortlink=priming |access-date=2020-04-14 Psychology"}}</ref> Priming is believed to occur outside of conscious awareness, which makes it different from memory that relies on the direct retrieval of information.<ref>Cherry, K. (2009, March 26). Priming - What Is Priming. Psychology - Complete Guide to Psychology for Students, Educators & Enthusiasts.</ref> Priming can influence reconstructive memory because it can interfere with retrieval cues. Psychologist [[Elizabeth Loftus]] presented many papers concerning the effects of proactive interference on the recall of eyewitness events. Interference involving priming was established in her classic [[Reconstruction of automobile destruction|study]] with John Palmer in 1974.<ref>{{cite journal | url = https://webfiles.uci.edu/eloftus/LoftusPalmer74.pdf | last = Loftus | first = EF |author2=Palmer JC | author-link = Elizabeth Loftus | year = 1974 | title = Reconstruction of Automobile Destruction : An Example of the Interaction Between Language and Memory | journal = Journal of Verbal Learning and Verbal Behavior | volume = 13 | issue = 5 | pages = 585–9 | doi = 10.1016/S0022-5371(74)80011-3 }}</ref> Loftus and Palmer recruited 150 participants and showed each of them a film of a traffic accident. After, they had the participants fill out a questionnaire concerning the video's details. The participants were split into three groups:
* Group A contained 50 participants that were asked: "About how fast were the cars going when they '''hit''' each other?”
