The presentation is prepared according to the syllabus of Basic BSc nursing given by INC. for the better understanding and knowledge please refer the books

1. MEMORY
Sushil Humane MSN, RN

2. Concept
• It refers to the process of remembering and
association ex. cool we associate with a
pleasant feeling and distinguish it from hot.

3. Definition
• Drever- “Memory is that characteristic which
underlines all learning, the essential feature of
which is reflection. In narrow sense it is recall and
recognition.”
• Woodworth and Marquis- “Memory is mental
power which consists in learning, retaining and
remembering what has previously been learnt.”
• Ryburn- “The power that we have to store our
experiences, and to bring them into the field of
consciousness sometime after the experiences have
occurred, is termed as memory.”

5. Components of
memory
Memory involves four basic components or
factors
a) learning
b) retention
c) recall or retrieval
d) recognition

6. Learning
• It is the process of registering impressions or
acquiring new knowledge, skills, attitudes,
and so on.
Meaningful learning:
• paying attention to the meaning of whole
material
• the relationship among the different parts.
• relate the meaning and significance of the
material with other things that previously
learnt.

7. Learning
• Spaced and unspaced learning: Time
separates each trial in learning, it is called
spaced learning. When trials are given
without space or any break this method is
called unspaced practice.
• Whole Vs Part Method of learning: Parts
make a good sense in a whole than when
isolated
• Past Progressive Method: In this method
different parts are divided into different
parts. First part is learnt then second and
then first and second together and then
first, second and parts together and so on.

8. Learning
• Mixed or Mediating Method: the subject masters the
difficulty first and then starts learning material from the
beginning through the whole method till the second
difficulty is reached.
• Repetition and recitation: Retention is more when it is
repeated.
• Verbalization : In a complex motor task learning is
facilitated by verbalization

9. Retention
• After the active learning
process the retention will
take place which
is comparatively passive.
This is ability to keep things
in mind and remember.

10. recall
• This is the act of
remembering something.
Recall is greatly affected by
emotions and motivation
both at the time of learning
and subsequently

11. Recognition
Recognition is awareness of previous experience, It is complete familiarity without any mistake.

12. Types of
memory
• Short term Memory: It is a working memory no more than few seconds
long.
• Long term Memory: It represents our knowledge about the working of
the world. The memory of words, symbol, corporate trademarks are
unforgettable though not used for years but not fade away

13. types
of memory
• Habit Memory or implicit Memory: Habit
memory is the function of the body and is
related with motor mechanism.Ex. Riding bicycle.
• Remote Memory: It is life time accumulation of
data about a wide variety of topics. It seems to
diminish with age.
• Rote Memory: Result of rote learning by children
they remember without understanding.
• Episodic Memory: This is the memory of specific
personal experiences.

14. Types of
memory
Sensory Memory: Sensory impressions retain that knowledge.
i. Auditory Memory - Memory of auditory impressions.
ii. Visual memory –Memory of visual impressions.
iii. Tactual Memory –Memory of touch is rich in blind.
iv. Olfactory Memory-Memory of smell
v. Gustatory Memory- Memory of taste

15. Measurement
of retention
memory
1. Recall 2. Relearning
3.
Recognition
4.
Reproduction

16. Memory improvement
techniques
1. Will to learn
2. Interest and Attention
3. Over learning
4. Meaningfulness
5. Following the Principle of
association
6. Grouping and rhythm

17. Memory
improvement techniques
7.Using as many sense as possible
8. Learner’s internal
9. Provisions for change and Proper rest
10. Repetition and recitation
11. Making use of SQ4R Techniques:

18. Memory
improvement techniques
Thomas Robinson developed this strategy for
effective learning and memorization.
• Survey
• Question
• Read
• Reflect
• Recite and Recall.
12. Making use of mnemonics: This system
makes use of the use of visual imagery to
provide useful association and connections for
remembering the required materials. Ex. Peg
word method

19. Forgetting
• It is opposite of
remembering
• Munn- “Forgetting is the loss
, permanent or temporary, of
the ability to recall or
recognize something learned
earlier.”
• Drever- “ Forgetting means
failure at any time to recall
an experiences, when
attempting to do so, or to
perform an action previously
learned.”
• This is inability to recall the
previously learnt material.

20. Causes of forgetting
There are two kinds of forgetting
1.Normal Forgetting
2.Abnormal Forgetting Causes of Normal
Forgetting
a) Entropy through disuse: Older experience
the weaker its memory.
b) Interference: Forgetting by interference is
a case of retention amnesia, here stability
and existence of memory traces are
disturbed Ex. Crowded learning, Unspaced
learning.

21. Causes of forgetting
c) Retroactive and Proactive inhibition: Inhibition means
checking of causing to withhold. It has been found that if one
period of learning is ‘A’ is immediately followed by the
another effort of learning ‘B’ which is similar material when
any one of them has to be recalled.

22. Causes of forgetting
d) If the learning is not meaningful
forgetting occurs as it does not give
scope for the development of
relationship.
e) Inadequate impressions at the
time of learning leads to forgetting.
f) Lack of interest in the learning
material leads to forgetting.

23. Causes of forgetting
• f) Mental or physical ill health sets in physical and mental
fatigue and affects learning.
• g) Motivated forgetting: Unpleasant events are to be
forgotten soon to participate in the present.

24. Abnormal forgetting
• This happens because of some unusual conditions when
recall is completely blocked.
• It may result due to severe injury.
• Repression of experiences having guilt shame or
frustration.

25. Educational implication
Awareness of the different memory levels of children. Knowing and understanding the student and helping
him to overcome the traumatic experiences and
unwanted feelings.

26. Educational implication
Use the memory enhancing
techniques and adjustment of
curriculum
Creation of conducive environment
for learning
Methodology of teaching should
incorporate the theories of memory
and forgetting