This ppt is syllabus based and useful for all nursing students and other allied health science students

1. MEMORY
AND
FORGETTING
MR.ANISH.V.A .M.Sc (N),M.Sc (C&P)
PRINCIPAL & HOD IN PSYCHIATRIC NURSING
MURLIDHAR COLLEGE OF NURSING, RAJKOT

3. DEFINITIONS
• Memory is the process of remembering
what has previously been learned
• The power of storing our experiences
and to bring them in to the field of
consciousness sometime after
experiences have occurred .

5. TYPES OF MEMORY
• IMMEDIATE OR SENSORY MEMORY
Recall something with in a split second
after having perceived it
Retentive time is extremely brief
generally fraction of second to several
second

6. Short term memory-STM
• Hold relatively small amount of information
about seven items for a short period of 20-30
seconds

7. Long term memory-LTM
• Unlimited capacity to store information for
days , months, years and even lifetime
• It code information according to meaning,
pattern and other characteristics
2 types=
Declarative memory=information about things
Procedural memory= information regarding how
to do things

8. Types of declarative memory
• Semantic memory
memory related to general knowledge and facts
about the world 2+2=4
Episodic memory
related to biographical details of our individual
lives
Eg. Date of birth, qualification

9. NATURE OF MEMORY
• INPUT-registering or encoding informtion
• STORAGE- temporary or permanent
• OUTPUT-retreival
OTHER FACTORS
Learning or registration
Retention
Recall
recognition

11. Factors influencing memory

12. Factors influencing memory
• EXTRINSIC FACTORS
• Meaningfulness of material
what is useful, meaningful and suits the need ,
purpose of an individual learned and retained
for long time and reproduce easily
meaningful material create attention, willpower
and arouses interest
• Amount of material- size and quality
• Time required to vocalize responses
• Distraction

13. Intrinsic factors
• age of individual
• Maturity
• Will to learn
• Interest and attention
• Intelligence
• Rest and sleep, Medical conditions
• High blood pressure
• Hypothyroidism
• Brain tumors
• Alzheimers diseases
• Attention deficit hyperactivity disorder

14. • nutritional deficiencies
• Alcohol
• Drugs like- benzodiazepines
• Psychological problems like anxiety and
depression
• Head injury

15. Theories of memory
• Theory of general memory functions
it focuses on 3 processes
Encoding= receiving sensory input and
transforming it into a code
Storage= actually putting coded information into
memory
Retrieval= gaining access to stored coded
information when it is needed.

16. Information processing theory
• Developed by Richard Atkinson and Richard
shiffrin
• Input is held for a brief time or several seconds
in a sensory register associated with sensory
channels
• Information from sensory register passed on
to STM for 20-30 seconds
• Some of this information in STM , rehearsed ,
focused and repeated over and over processed
in some other way and linked with other
information already stored in the memory
• This processed information passed into LTM
and unprocessed is lost

17. • Information which is placed in LTM organized
into categories , where they store for days ,
months, years or for a life time.
• When we remember something, item is
withdrawn or retrieved from LTM

19. Levels of processing theory
• Developed by Craik and Lockhart
• Shallow or Superficial Level= store information
associated with word or image, involving
analysis in terms of physical or sensory
characteristics such as brightness or pitch
• Intermediate level= memory relates to
recognition and labeling
• Deep level= storage of meaning and network of
association. Deeper processing results in
more elaborate, long lasting and stronger
memory traces

20. • When learner analyzes for meaning he may
think of other related associations, images and
past experiences
• Depth of perceptual processing influenced by
amount of attention devoted to the stimulus,
its association with existing memory and
amount of processing time available.
• Self reference effect also a factor in which
new information is related to the learner
himself, takes learning to deeper levels and
therefore promote LTM

21. • According to Craik and Lockhart 3v levels of
processing of verbal information
• 1. structural= this is shallow processing,
looking at words what the words only look like
• 2. Phonetic= processing sounds of the word
• 3.Semantic= deep processing, considering the
meaning of the word

23. Methods of memorizing
• Whole and part method
study a poem from beginning to end again and
again as a whole
in part method poem is divided into parts and
each part is memorized separately
• Space and unspaced method
the principle of work and rest is followed
poem is repeatedly study and after sometime
gives some rest to the individual
in unspaced or massed method, the subject has
to memorize the assigned material in one sitting
without any rest .this helps in reducing
monotony caused by long period of study

24. Repetition and practice
• Intelligent repetition with full understanding
always helps in better memorization
• Things repeated and practiced frequently
remembered for a longer time in comparison to
those for which little or no time is spent for
repetition and practice
• PRINCIPLE OF ASSOCIATION METHOD
Always attempts should be made to connect it
with ones previous learning on the one hand and
so many related things on other.
N=nobility U= understanding R= responsibility
S= simplicity E= empathy

25. Grouping and rhythm
• Telephone number 567345234 is easily
memorized and recalled if we try to group it as
567 345 234
• Children learn multiplication tables in the sing
song fashion effectively
RECITATION
• After reading a lesson few times the student
must try review the whole thing without help of a
book, is called self recitation
• It is more economical use of ones study time
than mere re-reading
• It saves energy and permanent retention

26. • UTILIZING AS MANY SENSES AS POSSIBLE
things are more learnt and remembered when
they studied through multiple senses. So
audiovisual aid material and receive impression
through as many senses as possible
PULLING AT ALL TOGETHETR
ordering information significantly improve memory
Learning large amount of unconnected and
unorganized information from various classes can
be very challenging
Organizing and adding meaning to material before
study facilitate both storage and retrieval

27. Funnel approach
• Studying general concepts before moving on
to specific details. When we understand the
general concepts first, the details make more
sense
• ACRONYM
• It is a method of creating combination of
letters so as to recall certain enumerations.
• To study parts of computer, first make a list –
keyboard, mouse, monitor, and central
processing unit. From that pick the first letter
from each word and combine the to get KMMC

29. ACROSTIC
• An invented sentence , where the first letter of
each word is a clue to an idea you need to
remember.
• To remember the bones of skull the acrostic
sentence =Old People From Tibet Eat Spiders
• Occipital
• Parietal
• Frontal
• Temporal
• Ethmoid
• Sphenoid

31. mnemonics
• If one wished to remember the list( dog, envelope,
window, letter).
• One could create a link system , such as a story
about a letter put into a envelope and kept it
near to the window, suddenly a dog jumped from
outside and taken the letter.

33. Forgetting
• It is the permanent or temporary loss of the
ability to recall or recognize something learned
earlier
• Failure at any time to recall an experience,
when attempting to do so or to perform an
action previously learned

35. Types of forgetting
• Natural forgetting
• Morbid or abnormal forgetting
• General forgetting
• Specific forgetting
• Physical forgetting
• Psychological forgetting

37. Causes of forgetting
• Inadequate impression at the time of learning
• Lapse of time
• Interference of association
• Rise of emotion
• Poor health and defective mental state
• Inadequate repetition or practice of learning
material

38. Theories of forgetting
• Trace decay theory
• Interference theory
• Repression theory

39. Trace decay theory
• Time is the cause of much forgetting
• What is learnt or experienced is forgotten with
the lapse of time
• Learning results in neurological changes
leaving memory traces or engrams in the
brain. with the passage of time through disuse,
theses memory traces get weaker and weaker
and finally fade away

40. Interference theory
• Interference have negative inhibiting effects on
one learning experience on another.
• This interference effects happen both
backward and forward manner
• In retroactive inhibition, the acquisition of new
learning works backward to impair the
retention of the previously learned material
• Eg.a second list of words, formulations or
equations may impair the retention of first list

41. Proactive inhibition
• It is just reverse of retroactive inhibition
• Here old learning or experiences retained in
our memory works forward to disrupt the
memory of what we acquire or learn
afterwards.
• Eg. Learning new formula may be hampered
the previously learned formulae in one’s
memory.

42. Repression theory
• Forwarded by Freud’s psychoanalytical school
• Repression is a mental function that
safeguards the mind from the impact of painful
experiences.
• Here we push the unpleasant and painful
memories into the unconscious and thus try to
avoid at least consciously the conflicts that
bother us. This leads to forgetting things,
which we do not want to remember.
• People under heavy emotional shock are seen
to forget even their names, homes, wives and
children

43. • Impaired emotional behavior of an individual
also plays part in disrupting the normal
memory process.
• Sudden rise of emotions in excess may
completely block the process of recall.
• Eg fear, anger, or love
• During these emotions one becomes son self
conscious and their thinking is paralyzed.