Memory involves encoding, storing, and retrieving information. It has three main stages - encoding where information enters the brain, storage where it is held, and retrieval where it is recalled. There are three types of memory - sensory which holds information briefly, short-term which lasts around 30 seconds, and long-term which can hold memories indefinitely. Factors like attention, motivation, methods of learning, and testing influence how well information is remembered.
forgetfulness is very common these days. the causes can be either organic or psychological. there are numerous psychological theories behind it. The presentation will also stress upon the types of forgetting. As a remedial measure their are manyy ways by which memory power can be boosed up.
forgetfulness is very common these days. the causes can be either organic or psychological. there are numerous psychological theories behind it. The presentation will also stress upon the types of forgetting. As a remedial measure their are manyy ways by which memory power can be boosed up.
Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.
Attention, Factors of Attention, Objective Factors, Subjective Factors, Span of Attention, Distraction of Attention, Control of Distraction, Fluctuation of Attention.
Personality: Meaning –Determinants of Personality: Types Theory, Trait Theory and Developmental Theory – Integrated Personality – Assessment of Personality: Projective, Non-Projective techniques and Dream Analysis.
Attention, Factors of Attention, Objective Factors, Subjective Factors, Span of Attention, Distraction of Attention, Control of Distraction, Fluctuation of Attention.
The study of motivation is complex. It is a significant study for managers because employees when motivated are stimulated to achieve organizational goals. Employees who are motivated remain focus in a systematic way. Without a knowledge of motivation managers are in danger of guiding the behaviour of subordinates and make mistakes towards the desired outcomes of the organization.
Information - Processing View (Atkinson Shiffrin).pptxSamruddhi Chepe
Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations
Information-processing view (Atkinson Shifrin)
Atkinson and Richard Shiffrin. In 1968 these two proposed a multi-stage theory of memory. They explained that from the time information is received by the processing system, it goes through different stages to be fully stored. They broke this down to sensory memory, short-term memory, and long-term memory (Atkinson). In the Atkinson-Shiffrin model, stimuli from the environment are processed first in sensory memory, storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage—up to a couple of seconds. We are constantly bombarded with sensory information. An information processing model in psychology emphasises how information perceived via the senses is encoded, stored, retrieved and utilised by the human brain. It is a framework used by psychologists to explain and describe mental and cognitive processes. The premise of Information Processing Theory is that creating a long-term memory is something that happens in stages; first we perceive something through our sensory memory, which is everything we can see, hear, feel or taste in a given moment; our short-term memory is what we use to remember things for very short
Information - Processing View (Atkinson Shiffrin).pptxSamruddhi Chepe
Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations
Information-processing view (Atkinson Shifrin)
Atkinson and Richard Shiffrin. In 1968 these two proposed a multi-stage theory of memory. They explained that from the time information is received by the processing system, it goes through different stages to be fully stored. They broke this down to sensory memory, short-term memory, and long-term memory (Atkinson). In the Atkinson-Shiffrin model, stimuli from the environment are processed first in sensory memory, storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage—up to a couple of seconds. We are constantly bombarded with sensory information. An information processing model in psychology emphasises how information perceived via the senses is encoded, stored, retrieved and utilised by the human brain. It is a framework used by psychologists to explain and describe mental and cognitive processes. The premise of Information Processing Theory is that creating a long-term memory is something that happens in stages; first we perceive something through our sensory memory, which is everything we can see, hear, feel or taste in a given moment; our short-term memory is what we use to remember things for very short
This content mainly is useful for various groups of people such as teachers, parents and others in making people or children remember well what do they learn in daily activities.
Leadership is an important function of management which helps to maximize efficiency and to achieve organizational goals. It is the capacity of management to set and achieve challenging goals, take fast and decisive action when needed, outperform the competition, and inspire others to perform at the highest level they can. Leadership is a process by which an executive can direct, guide and influence the behaviour and work of others towards accomplishment of specific goals in a given situation
World Health Organization (WHO) defined Life Skills as "the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday”.
LIFE SKILL EDUCATION According to UNICEF, Life Skills is a behavior change or behavior development approach designed to address balance of three areas:
• Knowledge
• Attitude
• Skills.
National Education Policy 2020
The Union Cabinet chaired by the Prime Minister Shri Narendra Modi approved the National Education Policy 2020 today, making way for large scale, transformational reforms in both school and higher education sectors. This is the first education policy of the 21st century and replaces the thirty-four year old National Policy on Education (NPE), 1986. Built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability, this policy is aligned to the 2030 Agenda for Sustainable Development and aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs and aimed at bringing out the unique capabilities of each student.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
Blended learning strategies vary according to the discipline, the year level, student characteristics and learning outcomes, and have a student-centred approach to the learning design. Blended learning can increase access and flexibility for learners, increase level of active learning, and achieve better student experiences and outcomes.
Models of Teaching include many but not all of the major philosophical and psychological orientations towards teaching and learning. Each of them has coherent theoretical bases. An advance organizer is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next.
The term model is used to mean a teaching episode done by an experienced teacher in which a highly focused teaching behaviour is demonstrated, in it an individual demonstrating particular patterns which the trainee learns through imitation.
Bruce Joyce and Marsha Weil describe a Model of Teaching as a plan or pattern that can be used to shape curricula, to design instructional materials and to guide instruction in the classroom and other settings.
Commerce Education
As a branch of knowledge, Commerce imparts experience of business world at large in all its manifestations. It prepares its learners for personally fruitful and socially desirable careers in the field of business
Ecopsychology studies the relationship between human beings and the natural world through ecological and psychological principles. Theodore Roszak is credited with coining the term in his 1992 book, The Voice of the Earth. The field seeks to develop and understand ways of expanding the emotional connection between individuals and the natural world, thereby assisting individuals with developing sustainable lifestyles and remedying alienation from nature.
The integration of information and communication technologies can help revitalize teachers and students.
This can help to improve and develop the quality of education by providing curricular support in difficult subject areas.
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
Educational planning
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Memory is our ability to encode, store,retain and
subsequently recall information and past experiences
in the human brain.
Ryburn defines memory as “the power we have
to store our experiences and to bring them
into the field of consciousness sometimes
after the experiences have occurred”
The process of memorization , can not be viewed
merely in terms of reproduction or revival of past
experiences or learning. It is quite a complex process
which involves factors like learning, retention, recall
and recognition .
3. Memory is the sum total of what we remember,
and gives us the capability to learn and adapt
from previous experiences as well as to build
relationships.
It is the ability to remember past experiences,
and the power or process of recalling to mind
previously learned facts, experiences,
impressions, skills and habits.
4. Our mind possesses a special ability by which
every experience or learning leaves behind
memory images or traces which are conserved in
the forms of engrams .
Thus what is learned leaves its after effect which
is conserved in the form of engrams composed of
memory traces. This preservation of the memory
traces by our central nervous system or brain is
known as retention of the learned or experienced
act
5. Learning
Memory depends upon learning. It is not possible to
keep memorized any thing without learning.
Learning by understanding and learning
mechanically have significance in learning.
Retention
Keeping the learnt things in the rain is its retention.
If the retention power of a person is weaken, his
related memory also weaken. There are found
individual difference in the retention power
6. Recall
Remembering a prior experience is its recall. Recall
is such a mental process by which we bring to our
present consciousness the past incidents and
experiences without presenting a physical stimuli.
Recall classified into two:
Natural or Dispositional : Natural recall occurs by
itself when we let the thought flow freely, any
thought can come to the mind.
Reflective or Deliberative : here the thought occur
to the mind on making effort. Eg. student
recall the answer pertaining to the question given
to the question paper.
7. Recognition
It is a mental process by which an individual
separates or distinguishes recognized objects and
places from unknown objects and places from a
new objects or places.
Recognition is the completeness of memory
8. Here is a simplified description of how memory works:
Encoding: the information gets
into our brains in a way that
allows it to be stored
Storage: the information is held in
a way that allows it to later be
retrieved
Retrieval: reactivating and
recalling the information,
producing it in a form similar to
what was encoded
Encodin
g
Storage
Retrieva
l
9. Encoding is based on perception and is the first
step to creating a memory.
The strength of the memory depends on how much
attention is paid to the stimuli.
During encoding memories are developed in the
hippocampus by using the language of electricity
and chemicals.
When we create new memories with words and
images it adds strength to our encoding abilities.
14. Storage is the process of
retaining the information
gathered in the initial stages of
encoding.
Memory storage is made up of
three memory systems:
sensory memory, short-term
memory, and long-term
memory.
http://www.cliffsnotes.com/study
_guide/Memory-
Storage.topicArticleId-
25438,articleId-25419.html
Sensory memory extends the
duration of the perception of
stimuli long enough that they
can be recognized,
transformed (encoded), and
relayed to conscious
awareness.
Short-term memory (STM) has
a limited duration (15 to 30
seconds) and a limited
capacity, believed to be about
seven pieces of information.
Long-term memory (LTM) has
an unlimited capacity and a
very long duration; it is virtually
limitless
15. Retrieval is the process
of getting information
out of memory.
Retrieval cues are
stimuli that can be used
to help retrieve
memories.
Priming is the process
of identifying that lead
to a memory.
16. Memory: Active system that receives, stores,
organizes, alters, and recovers (retrieves)
information
Encoding: Converting information into a useable
form
Storage: Holding this information in memory for
later use
Retrieval: Taking memories out of storage
17. Types/ Kinds of memory
Habit Memory and True Memory
Habit memory is depends upon mere motor
mechanism and the true memory depends on
independent recollections
Immediate memory : Here we learn and
remember a thing for a short time and forget it
Permanent memory: Here retention is of a
permanent nature. It is also known as stable
memory. Here we memories things for a
lifetime/long time
Rote memory: Here things are learned without
understanding their meaning
18. Active memory : when we are able to bring the past
experience to the upper level of consciousness
with effort , it is called active memory
Passive memory : when our past experiences
surface to the upper level of consciousness
without any effort, it is called passive memory
Logical memory: materials are learned with
insight, understanding and logical thinking is
known as logical memory
Associate memory: Here the individual associate
newly learned things so many related things
existing in the memory and then establish a
multiple connections
19. Immediate understanding
Immediate recall
Immediate recognition
Stability of recognition
Forgetting useless things
20. Stages of Memory
According to the most acceptable model of memory, there are
three major systems of memory :
The Sensory Memory;
Short-term memory(STM), and
Long-Term Memory(LTM).
Information moves successively through these three systems,
if attention is given to the material. If attention (focused
awareness) is not given, information does not move further
into the system.
21. Methods of Memory
Whole method
Under this method the whole subject matter is learnt at a time.
Under this method the lesson is read from beginning to end
repeatedly. This method is quite useful for smaller lessons
Part method
Here the subject matter is divided into separate parts. Eg
learning long poetry in parts. This method is simple and
convenient
Break/interval method
Here the subject matter is learnt by taking intervals . Learning
things over long time continuously may weaken memory. It
relaxes the mind and readies learning.
22. Continuous Method
Under this method the whole subject matter is memorized in
one sitting without giving a break in between.
This method is effective for immediate memory
Active method
Under this method the subject matter is memorized by
speaking loudly . This method is more beneficial for children.
Passive method
Under this method the subject matter is learnt silently.
Association method
Here the subject matter is correlated to any other important
subject matter , by which there are less chance of forgetting
the subject matter.
23. Learning by activity
Here the subject matter is learned through an
activity by which all senses of the child become
active and it helps to memorize easily and
conveniently.
Repetition method
Here the subject matter is repeated at the end of
the lesson. Generally the more the time given to
repetition of a subject, the more it is memorized
24. Factors influencing memory
Physical and mental health
A physically and mentally healthy individual can
learn a new topic soon. Diseased body and mind
weaken memory
Motivation
Motivation occupies a very prominent place in
memory. Motivation makes a difficult task easy .
Desire to learn
Desire or curiosity to learn also influence on
memory . No task can be accomplished by
pressure.
25. Subject matter
If the subject matter is simple, clear, interesting and
useful, the child memorize subject mater easily.
Method of learning
The method of learning has influence on memory. If
the method suitable to the subject is not adapted
the children never learn or memorize it
Testing
Child memory can be developed by testing, so
testing and evaluation should continue in order to
keep memory active .
26. Sensory memory holds representations of sensory input for
brief periods of time, depending upon the modality involved.
There are different sensory registers for each of the senses.
The visual register is called iconic memory and auditory
register, echoic memory.
The iconic memory lasts about half a second and the
echoic memory lasts several seconds.
Most of the information that enters our sensory registers is
lost because we do not attend to all that is registered,
whatever we attend to moves on to the next stage of memory.
27. Visual sensory memory—brief memory of an
image or icon. Also called iconic memory.
Auditory sensory memory—brief memory of a
sound or echo. Also called echoic memory.
Auditory sensory memories may last a bit longer
than visual sensory memories
28. In this memory , the retention time is extremely
brief. Old sensory impressions are disappear as
they are erased by new memory.
Here we learn a thing immediately with speed and
accuracy, remember it for a short duration and
forget it rapidly after usage.
29. A second type of memory is known as short-term memory or
STM. It holds relatively small amounts of information for
brief periods of time, usually 30 seconds or less.
Where sensory data is first transmitted to for
processing and evaluation
This is the memory system we use when we look up at the
phone number and dial it. If we are connected on the first
instance the telephone number is forgotten. However, if we
get the line engaged for some time, we keep on dialing the
number and through repeated dialing rehearsal of the
telephone number pushes it to the long-term memory (LTM)
storage.
30. Short term Memory holds small amounts of information
briefly
◦ Working Memory is the another name for STM
◦ Selective Attention: Focusing (voluntarily) on a
selected portion of sensory input (e.g., selective
hearing)
◦ Phonetically: Storing information by sound; how most
things are stored in STM by sound (phonetically)
31. Long - Term Memory (LTM) : It is a memory
system for the retention of large amounts of
information for long periods of time. It is the memory
system that permits us to remember events that happened
many years ago, yesterday, last year, and so on.
It is the long term memory that allows you to remember
factual information that makes it possible for us to
LTM codes information according to meaning, pattern and
other characteristics
learn different subjects, appear in the examinations and
perform communication with others etc. It brings continuity
and meaning in our life.
• Storing information relatively permanently
•
32. Three memory stores that differ in function,
capacity and duration
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Encoding
Retrieval
Maintenance Rehearsal
33. Function —process for basic
physical characteristics
Capacity—large
◦ can hold many items at once
Duration—very brief retention of
images
◦ .3 sec for visual info
◦ 2 sec for auditory info
Divided into two types:
◦ iconic memory–visual information
◦ echoic memory– auditory
information
Attention is needed to transfer
information to working memory
Sensory
Input
Sensory
Memory
35. Function—conscious processing of information
◦ where information is actively worked on
Capacity—limited (holds 7+/-2 items)
Duration—brief storage (about 30 seconds)
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
36. Mental or verbal repetition of information allows
information to remain in working memory longer than the
usual 30 seconds
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Maintenance Rehearsal
37. Grouping small bits of information into larger
units of information
Some people are able to retain much more
information in their short term memories by the
process of chunking, which groups information
by coding
◦ expands working memory load
Which is easier to remember?
◦ 4 8 3 7 9 2 5 1 6
◦ 483 792 516
◦ 1491625364981
◦ As 1 4 9 16 25 36 49 64 81
38. Once information passes from sensory to
working memory, it can be encoded into
long-term memory
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Encoding
Retrieval
Maintenance Rehearsal
39. Function—organizes and stores information
◦ more passive form of storage than working
memory
Unlimited capacity
Duration—thought by some to be permanent
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Encoding
Retrieval
Maintenance Rehearsal
40. Encoding—process that controls movement
from working to long-term memory store
Retrieval—process that controls flow of
information from long-term to working memory
store
Long-term
memory
Working or
Short-term
Memory
Sensory
Input
Sensory
Memory
Attention
Encoding
Retrieval
Maintenance Rehearsal
41. Episodic and semantic memory
Episodic memory is connected with episodes and
events. It my consist of personal events and
experiences associated with one’s life.
What event has happened during one’s life is stored
in the shape of episodic memory traces organized
according to time ,space and other characteristics.
Thus episodic memory is the memory which depends
on retrieving the particular events or episodes
experienced by a person through his direct or
indirect experiences.
Semantic memory helps in storing as well as
retrieving a collection of relationships between
events or association of ideas
42. Semantic memory is based on general knowledge
coupled with meaningful interpretation,
generalized rules, principles and formulae. Eg
CO2, name of capital of the state
Semantic memory impressions are more or less
permanent. Their recall does not necessarily
depends on the retrieval of some specific episodes
from the past.
Semantic memory is not as personal as episodic .
Eg meaning of the symbol CO2, name of capital of the
state are common to each individuals semantic memory
43. Photographic memory
The term Photographic memory stands for a
kind of memory possessed by an individual who
can remember a scene in photographic detail.
The technical term used for such memory is
eidetic imagery
Paranormal memory
This distinctive and unusual type of memory,
popularly known as reincarnation has emerged
as result of research in the filed of psychology.
This memory reflects an individuals regression
not only in terms of time but also in terms of
space and matter.
44. Techniques for memorisation
Improvement of memory mainly influenced by –
A, the techniques and methods of learning
B, the learning situation and environment
C, the learners state of mind
Association
Association is technique for memorisation in which the new
information that needs to be memorised is associated/linked
to information that is not likely to forget.
45. Mnemonics
Mnemonics are techniques for improving memory.
It is Greek word meaning “aid” to memory. A
mnemonics is defined as some device which aids
the memorisation of something. This system
usually makes use of visual imaginary to provide
useful association.
Common mnemonic techniques
Acronym: it is a technique for remembering names,
phrases etc by using the first letter of each word to
form a new word.
Acrostic : it is an invented where the first letter of
each word is a cue to an idea we need to
remember. YIBGYOR
46. Chunking
Method of loci. The word loci means
location or places in Latin and the loci
method is based on the assumption
that location can be serve as an
effective cue for remembering the
material.
47. INTEREST:
For proper memorizing, interest in the topic or subject
is essential. There is a popular saying "we can take
the horse to water for drinking but we can not make
him drink unless he is interested in drinking." Similar
is the case with the children.
REPETITION:
Repetition and its quality affect memorizing. Several
psychological experiments have shown that the
items repeated more often are remembered longer
than those repeated less. However, repetition
should be with understanding.
48. RECITATION:
In this method, the learner tries to recite and
recall the subject matter without looking at the
paper. In this method, the learner checks up from
time to time. According to A. I. Gates (1942), in this
method, weak connections are easily discovered
and more attention is paid to them. The sense of
accomplishment encourages the learner to make
greater effort. Errors are easily detected and are
soon eliminated.
49. Forgetting
Forgetting is inability to recall a learnt topic or inability
recognize a seen object.
“Forgetting means failure at any time to recall an
experience when attempting to do so or to perform
an action previously learned” – Drever
“forgetting is the failure of the individual to revive in
consciousness an idea or group of ideas without the
help of the original stimuli”- Bhatia
50. Types of forgetting
Forgetting may be broadly classified into natural and
morbid forgetting
in natural or passive forgetting, forgetting occurs
with the lapse of time in a quite normal way without
any intention of forgetting on the part of the
individual
In morbid or abnormal forgetting one deliberately
tries to forget something.
51. Causes of forgetting
Meaninglessness of content
We forget meaningless and useless content as
compared to meaningful and useful content,
because meaningless content does not leave any
imprint on the mind and it fails to establish any
relationship with life.
Time Lapse
We forget with the passage of time. Memory
weakens with the passage of time and forgetting
strengthen.
52. Exercise
So long the knowledge or activity is not repeatedly
exercised, it gradually forget. Forgetting occurs due
to the absence of exercise, therefore more exercise
is helpful in memory.
Mental conflict or Mental illness
Situations like mental conflicts or illness people find
himself unable to retain a thing in memory for a
long time.
Anxiety
Anxiety also cause in enhancing forgetting. An
individual forgets many things or does them
wrongly when he is anxious.
53. Learning methods
When the teacher does not use the method which
are according to the physical, mental, emotional
and social levels of the child, then the forgetting
occurs more by the use of these methods.
Intoxicants
Excessive use of different type of intoxicants has ill
effect on the mind and memory power weakens.
54. Theories of forgetting
The trace decay theory
Some psychologists think that it is due to fading of memory
traces or decay that happens with lapse of time. Decay is
what supposedly occur when the passage of time causes
us to forget. The memory trace (or engram) fades and the
memory is no longer available.
The trace decay theory of forgetting states that all
memories fade automatically as a function of time. Under
this theory, you need to follow a certain pathway, or trace,
to recall a memory. If this pathway goes unused for some
amount of time, the memory decays, which leads to
difficulty recalling, or the inability to recall, the memory.
55. Rehearsal or mentally going over a memory, can slow this
process. But disuse of a trace will lead to memory decay,
which will ultimately cause retrieval failure. This process
begins almost immediately if the information is not used: for
example, sometimes we forget a person's name even
though we have just met them.
56. Interference Theory
It is easier to remember recent events than those further in the past.
"Transience" refers to the general deterioration of a specific memory
over time.
Under interference theory, transience occurs because all memories
interfere with the ability to recall other memories.
Proactive and retroactive interference can impact how well we are able
to recall a memory, and sometimes cause us to forget things
permanently
(i) Proactive Interference
Proactive interference occurs when old memories hinder the ability to
make new memories. In this type of interference, old information
inhibits the ability to remember new information, such as when
outdated scientific facts interfere with the ability to remember updated
facts. This often occurs when memories are learned in similar contexts,
or regarding similar things. use us to forget things permanently.
57. Retroactive Interference
Retroactive interference occurs when old memories are changed by
new ones, sometimes so much that the original memory is forgotten.
This is when newly learned information interferes with and impedes the
recall of previously learned information. The ability to recall previously
learned information is greatly reduced if that information is not utilized,
and there is substantial new information being presented. This often
occurs when hearing recent news figures, then trying to remember
earlier facts and figures.
58. Cue-Dependent Forgetting
When we store a memory, we not only record all sensory
data, we also store our mood and emotional state.
Our current mood thus will affect the memories that are
most effortlessly available to us, such that when we are in
a good mood, we recollect good memories, and when we
are in a bad mood, we recollect bad ones. This suggests
that we are sometimes cued to remember certain things by,
for example, our emotional state or our environment.
Cue-dependent forgetting, also known as retrieval failure,
is the failure to recall information in the absence of memory
cues.
There are three types of cues that can stop this type of
forgetting:
59. Semantic cues are used when a memory is retrieved because of
its association with another memory. For example, someone
forgets everything about his trip to a place until he is reminded
that he visited a certain friend there, and that cue causes him to
recollect many more events of the trip.
State-dependent cues are governed by the state of mind at the
time of encoding. The emotional or mental state of the person
(such as being inebriated, drugged, upset, anxious, or happy) is
key to establishing cues.
Context-dependent cues depend on the environment and
situation. Memory retrieval can be facilitated or triggered by
replication of the context in which the memory was encoded.
Such conditions can include weather, company, location, the
smell of a particular odor, hearing a certain song, or even tasting
a specific flavor.
60. Motivated forgetting: repression
Freud emphasized the emotional basis of forgetting and
through the concept of repression suggests a means by
which threatening material can be kept from consciousness
— motivated forgetting. He used the term repression to
describe the tendency to avoid remembering anything
associated with fear or unpleasantness of kind.
This account of forgetting is highly controversial. While
there is general agreement that traumatic experiences
have the potential to disturb people’s memories, there are
many concerns over the implications of the theory of
repressed memories. One area has been the suggestion
that repressed memories from childhood can be recovered
using appropriate therapeutic techniques.
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; long-term memory; attention; encoding; maintenance rehearsal; retrieval
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; sensory memory
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; sensory memory; attention; working memory; short-term memory
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; attention; memory span; 7 +/- 2 items
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; sensory memory; short-term memory; working memory; attention; maintenance rehearsal
Key words: modal model of the mind; stage model of memory; short-term memory; working memory; chunking
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval
Hockenbury slides (Schulman)
Key words: modal model of the mind; stage model of memory; long-term memory; working memory; short-term memory; encoding; retrieval