MODULE 3
Forgetting: Forgetting Curve
Reason for forgetting: decay theory, interference theory,
prospective theory, absents of retrieval cues, Strategies for
remembering: rehearsal, elaboration, organization
FORGETTING
• Forgetting is one of the more vexing aspects of memory
• Most forgetting tends to occur immediately after memorization.
• Herman Ebbinghaus (1885) famously tested his own memory at various time
intervals after learning.
• Ebbinghaus wanted to be sure he would not be swayed by prior learning, so he
memorized nonsense syllables. These are meaningless three-letter words such a
CEF, WOL, and GEX. The importance of using meaningless words is shown by the
fact that VEL, FAB, and DUZ are no longer used on memory tests. People who
recognize these words as detergent names find them very easy to remember.
This is another reminder that relating new information to what you already know
FORGETTING CURVE- EBBINGHAUS
CARD MAGIC
• Illusion of memory
• When encoding fails
• Close attention to one, rather others
REASONS FOR FORGETTING
• Memory decay - changes in nerve cells or brain activity over time.
• Memory decay appears to be a factor in the loss of sensory
memories.
• Disuse- infrequent retrieval : There is evidence that memories not
retrieved and “used” or rehearsed become weaker over time.
• Cue –dependent forgetting- Any stimulus associated with a
particular memory. Memory cues usually enhance retrieval. This
suggests that many memories are “forgotten” because memory
cues (stimuli associated with a memory) are missing when the time
comes to retrieve information.
REASONS FOR FORGETTING
• State dependent learning- The bodily state that exists during learning can
be a strong cue for later memory, an effect known as state-dependent
learning.
• Ex. that people who learned a list of words while in a happy mood recalled
them better when they were again happy.
• Interference - . Interference refers to the tendency for new memories to
impair retrieval of older memories (and the reverse)
ORDER EFFECTS- INTERFERENCE
• The sleeping college students remembered more because
retroactive (RET-ro-AK-tiv) interference was held to a minimum.
• Retroactive interference refers to the tendency for new
learning to inhibit retrieval of old learning. Avoiding new
learning prevents retroactive interference.
• This doesn’t exactly mean you should hide in a closet after you
study for an exam. However, you should avoid studying other
subjects until the exam. Sleeping after study can help you retain
memories, and reading, writing, or even watching TV may cause
interference
ORDER EFFECTS- INTERFERENCE
• Proactive (pro-AK-tiv) interference is a second basic source of
forgetting. Proactive interference occurs when prior learning inhibits recall
of later learning.
TRANSFER OF TRAINING
• Two people begin mandolin lessons. One already plays the violin.
The other is a trumpet player. All other things being equal, which
person will initially do better in learning the mandolin?
• Violin- positive transfer: takes place when mastery of one task
aids mastery of a second task. Another example would be
learning to balance and turn on a bicycle before learning to ride
a motorcycle or motor scooter. Likewise, surfing and
skateboarding skills transfer to snowboarding
TRANSFER OF TRAINING
• In negative transfer, skills developed in one situation conflict with those
required to master a new task. Learning to back a car with a trailer attached
to it is a good example.
• Repression and suppression of memories: Many people remember
happy, positive events better than disappointments and irritations-
repression or motivated forgetting. Through repression, painful, threatening,
or embarrassing memories are held out of consciousness.
• The forgetting of past failures, upsetting childhood events, the names of
people you dislike, or appointments you don’t want to keep may reveal
repression. People prone to repression tend to be extremely sensitive to
emotional events. As a result, they use repression to protect themselves
from threatening thoughts.
STRATEGIES FOR MEMORY
• Knowledge of results-providing feedback
• Recitation * Method of loci
• Rehearsal
• Selection
• Organization
• Whole versus part learning
• Cues
• Over learning
• Spaced practice
• Sleep and memory
• Review
• mnemonics
SERIAL POSITION
A SUMMARY OF THE THREE COMPONENTS OF
MEMORY AND THEORIES OF FORGETTING