The document discusses the concept of memory, defining it as the mind's ability to store and recall learned experiences. It categorizes memory into immediate, short-term, and long-term types, detailing their characteristics and processes such as encoding, storage, and retrieval. Additionally, it explores factors affecting memory, theories related to memory functions, and the causes and types of forgetting.

2.  Memory is regarded as a special ability of our
mind to conserve or store what has been
previously learned or experienced to recollect
or reproduce it after sometime.

3.  Memory consists in remembering what has
previously been learned.
(Woodworth and Marquis—1948)
 The power that we have to ‘store’ our
experiences, and to bring them into the field
of consciousness sometime after experiences
have occurred, is termed memory.
(Ryburn—1956)

4.  Memory and remembering carry the same
meaning.While differentiating between
memory and remembering, Levin (1978) says
“Memory can be compared to a giant filing
cabinet in the brain, with data stored,
classified and cross-filed for future reference.
Remembering depends upon how the brain
goes about coding its input”.

5. Immediate memory or sensory
memory
Short-term memory (STM)
Long-term memory (LTM)

6.  It helps an individual to recall something a
split second after having perceived it.
 In such type of memory retentive time is
extremely brief generally from a fraction of a
second to several seconds.

7.  Short-term memory (STM) holds a relatively
small amount of information, about seven
items, for a short period of (20–30 seconds)
time though not nearly as short-lived as the
immediate memory.

8.  Long-term memory (LTM) has the unlimited
capacity to store information for days,
months, years and even a lifetime.
 LTM codes information according to
meaning, pattern and other characteristics.
 With the help of LTM we can store, retain and
remember most of the things in our life, at
record notice and thus make things quite
easy.

9. Long-term
memory
Declarative
Semantic Episodic
Procedural

11. Input
StorageOutput

12. Recognition
Recall
Retention
Learning or registration

13. ExtrinsicFactors
• Meaningfulness of
material
• Amount of material
• Time required to
vocalize responses
• Distraction IntrinsicFactors
• Age
• Maturity
• Will to learn
• Interest & attention
• Intelligence
• Rest & Sleep
• Medical Conditions
• High blood pressure
• Hypothyroidism
• BrainTumour
• Alzheimer's disease
• ADD & ADHD

14. Nutrient Deficiency Alcohol

15. Some drugs like
benzodiazepine
Psychological
problems like
Anxiety &
depression
Head injury

16.  Theories of memory provide abstract
representations of how memory is believed
to work. Below are the theories proposed
over the years by various psychologists

17. Theory of General Memory
Functions
Information Processing
Theory
Levels of Processing theory

18.  Encoding is the process of receiving sensory
input and transforming it into a code, which
can be stored.
 Storage is a process of actually putting coded
information into memory.
 Retrieval is the process of gaining access to
stored coded information when it is needed.

19.  Information processing theory was developed
by RichardAtkinson and Richard Shiffrin
(1968).According to this theory memory
starts with a memory input from the
environment.
 This input is held for a very brief time –
several seconds at most in a sensory register
associated with the sensory channels (vision,
theory, touch and so forth).

20.  Information that is attended to and
recognized in the sensory register may be
passed on to STM, where it is held for 20 to 30
seconds
 Some of the information reaching STM is
processed by being rehearsed, i.e. by having
attention focused on it, perhaps by being
repeated over and over or being processed in
some other way that will link it up with other
information already stored in the memory.

21.  Information that is rehearsed by then is
passed along to LTM. Information not so
processed is lost.
 The information, which is placed in LTM will
be organized into categories, where they may
reside for days, months, years or for a life
time.When we remember something, a
representation of the item is withdrawn or
retrieved from LTM.

22.  Craik and Lockhart (1972) proposed that
memory occurs on a continuum from shallow to
deep, with no limit on the number of different
levels.
 The shallow or superficial levels store
information about identity of phenomena,
including numerous attributes.These may be
associated with a word or an image.The shallow
levels involve analysis in terms of physical or
sensory characteristics, such as brightness or
pitch

23.  The intermediate level of memory relates to
recognition and labeling.
 The deep level is the storage of meaning and
networks of association. Deeper processing
results in more elaborate, long lasting and
stronger memory traces.When the learner
analyzes for meaning he may think of other,
related associations, images and past
experiences related to the stimulus

24.  Factors which influence the depth of
perceptual processing include the amount of
attention devoted to the stimulus, its
compatibility with existing memory
structures in the learner's brain, and the
amount of processing time available. In
addition, the “self-reference effect”, in which
new information is related to the learner
himself, takes learning to deeper levels and
therefore promotes LTM

25. Mnemonics
Acrostic
Acronym
Funnel Approach
Pulling at allTogether
Utilizing as many Senses as Possible
Recitation
Grouping & Rhythm
Making use of the principle of Association
Repetition & Practice
Space & unspaced method
Whole & Part Method

26. Mnemonic link system
• Eg. Dog, envelop, cat, window
Memory peg system
• 1 is bun, 2 is shoe, 3 is a tree....
Method of loci
• Mental walk
Chunking
• Eg. 82 45 19 93

28.  Forgetting
means a failure
to recall a fact,
an idea, or a
group of ideas. It
is the weakening
of the bonds that
were formed in
learning.

29.  Forgetting is the loss, permanent or
temporary, of the ability to recall or recognize
something learned earlier.
(Munn–1967)
 Forgetting means failure at any time to recall
an experience, when attempting to do so or
to perform an action previously learned.
(Drever–1952)

30.  Forgetting is just the opposite side of
remembering and essentially a failure in the
ability of reproducing. It is classified as:
1. Natural forgetting and
2. Morbid forgetting (abnormal)
1. General
2. Specific

31.  In physical forgetfulness one loses his memory
on account of the factors of age, disease,
biological malfunctioning of the brain and
nervous system, accidents, consumption of
liquor or other intoxicating materials, etc.
 In psychological forgetfulness one loses his
memory on account of factors like stress,
anxiety, conflicts, temper provocation, lack of
interest, apathy, repression or similar other
emotional and psychic difficulties.

32. Inadequate repetition or practice of learning material
Poor health and defective mental state
Rise of emotions
Interference of association
Lapse of time
Inadequate impression at the time of learning

33. Fatigue Long illness
Forces of
distraction
Lack of interest &
purpose
Lack of willingness
to learn or recall
Unfavourable
situation of
learning &
reproduction

34. Trace DecayTheory
• Proactive
• Retroactive
Interference Theory
RepressionTheory