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Memory and Forgetting
- 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 isthe 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 declarativememory • 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
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- 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 • ageof 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 whichis 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 processingtheory • 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 learneranalyzes 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 toCraik 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 ASMANY 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 • Studyinggeneral 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 inventedsentence , 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 onewished 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 isthe 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 • Interferencehave 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 • Itis 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 • Forwardedby 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 emotionalbehavior 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.