Advanced Educational psychology Memory and its types and Causes of Forgetting

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

3.  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.”

4.  Storage and transfer Model
LONG TERM
STORE(LTS)
Permanent
memory store
Iconic
Environmental
input
SENSORY STORES
Echoic
Heptic
CNTROL PROCESS
Rehearsal
Coding
Retrieval strategies
Response Output
SHORT TERM
STORE (STS)
Response output

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

6. 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.  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.  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.
 Verbalisation : In a complex motor
task learning is facilitated by
verbalisation

9.  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.  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 is awareness of
previous experience, It is complete
familiarity without any mistake.

12.  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.  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.  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. 1. Recall
2. Relearning
3. Recognition
4. Reproduction

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

17. 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:
Thomas Robinson developed this strategy
for effective learning and memorization.
 Survey

18.  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. 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. 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. 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. 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. 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. 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.  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.  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.

27. Thank you