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FORGETTING

FORGETTING. Inability to retrieve information previously stored in LTM. Theories of forgetting (retrieval failure, interference theory, motivated forgetting, decay) The features of the forgetting curve as ( the contribution of proactive and retroactive interference effects in recall)

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FORGETTING

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  1. FORGETTING Inability to retrieve information previously stored in LTM

  2. Theories of forgetting (retrieval failure, interference theory, motivated forgetting, decay) • The features of the forgetting curve as ( the contribution of proactive and retroactive interference effects in recall) • Organic causes of forgetting (amnesia both anterograde and retrograde) • Memory decline over the lifespan • Memory enhancement though quality of encoding (organisation) and the use of context dependent cues, state dependent cues and mnemonic devices (narrative chaining and method of loci)

  3. Theories of Forgetting • Retrieval Failure Theory:Suggests that many memories are inaccessible because memory cues that were present when the memory was formed are missing when the time comes to retrieve it • Tip-of-the-tongue (TOT) phenomenon: Having the answer on the tip of your tongue, you know the answer is there but it is just out of reach

  4. Theories of Forgetting • Retrieval Failure Theory:Suggests that many memories are inaccessible because memory cues that were present when the memory was formed are missing when the time comes to retrieve it • Tip-of-the-tongue (TOT) phenomenon: Having the answer on the tip of your tongue, you know the answer is there but it is just out of reach

  5. Retrieval Cues • Any piece of information that aids the retrieval of information stored in LTM • Experiment • Look at the list of words. Provide three words for each word that somehow relate to that word. • Place you name on your piece of paper and hand it to the teacher.

  6. Interference Theory • The tendency for new memories to impair the retrieval of older memories and vice versa • Proposes that forgetting in LTM results from other memories interfering with the retrieval of information targeted for recall, especially when memories are similar

  7. Types of Interference • Retroactive Interference: Refers to the tendency for new information to interfere with the retrieval of previously learned information (think: retro = backward) • Proactive Interference: Refers to the tendency for previously learned information to interfere with the retrieval of recently learned information (think: proactive = forward)

  8. Motivated Forgetting • Forgetting in LTM occurs because of a conscious or unconscious desire to block out painful or threatening memories • Repression: Occurs unconsciously or without your awareness • Suppression: When you actively and consciously attempt to put something out of awareness – you could choose to remember it

  9. Limitations to Motivated Forgetting • Has not been extensively tested in laboratory • Other factors could account for memory loss such as a blow to the head or lack of consolidation

  10. Decay Theory • Assumes that when learning takes place a change occurs in the brain – a memory trace is formed (physical/chemical trace of the event) • Decay theory suggests that these traces disintegrate over time if they are not reactivated for use • Only relevant to LTM

  11. Limitations of Decay Theory • Fails to explain why some memories fade and others are maintained for life • Doesn’t explain our ability to recover seemingly forgotten memories – this can happen through re-learning or a retrieval cue

  12. The Forgetting Curve • There is a normal curve for forgetting new information • Hermann Ebbinghaus did experiment on himself using nonsense syllables • After 20 mins he remembered 70% • After 1 hour her remembered 54% • After 1 day he remembered 38% • After 2 days he remembered 28% • After a month remembered 21

  13. Forgetting Curve

  14. Rate and Amount of Forgetting • Curve is generally the same for a variety of materials but can vary • Semantic memories tend to be lasting • More meaningful information is also forgotten less easily • How well information is encoded influences rate and amount of forgetting – not affected by difficulty of information

  15. Organic Causes of Forgetting • When damage to the brain causes abnormal functioning it is said to be organic eg: blow to head, stroke, tumour – these can lead to amnesia, a common form of memory loss http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related • Amnesia: temporary or permanent, partial or complete loss of memory • Organic = caused by damage to brain • Dissociative = psychological trauma

  16. Amnesia:Anterograde Amnesia • Brain damage or trauma that causes memory loss for events occurring AFTER the amnesia (antero = forward) • Sufferers are able to retrieve LTM’s but are unable to form new ones • Extent of amnesia depends on the extent of the injury

  17. Amnesia:Retrograde Amnesia • Memory loss for events occurring BEFORE the amnesia (retro = backward) • Sufferers are unable to remember events or information related to the past but are able to form new memories

  18. Alzheimers Disease • Permanent, progressive and debilitating form of dementia that results from organic brain decay • Serious and permanent loss of intellectual capacity that results in confusion and loss of memory – especially for episodic and semantic memories • Considered to be age-related, but not always • Read more on pages 256/257

  19. Memory Decline over Lifespan • People remember more between the ages of 10 and 30 – why? • We experience new things • Physical abilities are high • Young adults have better recall but recognition doesn’t decline with age • Age results in more errors in recalling meaningless information • Episodic memories more affected by age • Attitude affects memory recall in older people

  20. Memory Enhancement • Information not properly encoded is more easily forgotten • Organising new information by connecting it to LTM’s increases retrieval chances • Attending to information ensures it will not be lost • Quality of encoding: Shallow: physical structure, Moderate: acoustic/phonetic qualities, Deep: links new to old

  21. Retrieval Cues • Encoding specificity principle: the more closely retrieval cues match original condition the greater the chance of recall • Context-dependent cue: Our physical surroundings during the learning • State-dependent cue: The bodily state that exists during learning

  22. Mnemonic Devices • Any kind of memory system or aid • Imagery: mental representations or mental picture of something • Mental association: creating connections between new and LTM’s • Narrative chaining: links unrelated items to create a sequence of meaningful information • Method of Loci: Mentally linking a serious of locations to information that needs to be recalled

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