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Memory and Forgetting

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10 views10 pages

Memory and Forgetting

Uploaded by

syedburhanshah96
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Memory and forgetting

What is memory
Memory is the process of storing, retaining, and
retrieving information. It plays a crucial role in learning,
decision-making, and shaping experiences.
 Nature of memory
• Memory is also a constructive process, in which
we actively organize and shape information as it
is processed, stored, and retrieved.
Model of Memory
1. Information processing model
Memory works like a computer, involving a systematic flow of information through
three main processes
 Encoding
• Transforming sensory input into a storable format
 Storage
• Retaining information in sensory, short-term, or long-term memory
 Retrieval
• Accessing stored information when needed

2. Parallel Distributed Processing Model (PDP)


 Memory is distributed across networks of neurons and processed simultaneously.
 Changes in connections between nodes explain learning and recall.
Model of Memory
3. Levels of Processing Model
 Structural Processing (Shallow)
• Focuses on the physical appearance of information (e.g., the color or font of a
word).
• Needs maintenance rehearsal (repetition) to keep it in short-term memory.
 Phonemic Processing (Shallow)
• Phonemic processing is a step higher than structural processing, but is still a
shallow form of processing information. It occurs when we take in sounds.
 Semantic processing (Deep)
• The deepest form of processing is semantic processing. This involves
processing information about the meaning of the word.
Model of Memory
4. Three-Stage Model:
 Sensory Memory:
• Briefly stores raw sensory information (e.g., visual or auditory) for a
short time (0.5–3 seconds).
 Short-Term Memory:
• Temporarily stores information (5–9 items) for 20–30 seconds before it
fades or moves to long-term memory.
 Long-Term Memory:
• Stores information for a longer period with an almost unlimited capacity.
Stages of Memory
1. Sensory Memory:
 Holds sensory information briefly (e.g., iconic memory for images,
echoic memory for sounds).
 This memory is temporary and usually only lasts for a few seconds,
just enough to briefly process what you’re perceiving.
2. Short-Term Memory:
 Temporarily stores information for immediate use (usually 5-9 items).
 Techniques like chunking (grouping information) and rehearsal
(repetition) can improve retention and help transfer information to
long-term memory.
Stages of Memory
1. Sensory Memory:
 Holds sensory information briefly (e.g., iconic memory for images,
echoic memory for sounds).
 This memory is temporary and usually only lasts for a few seconds,
just enough to briefly process what you’re perceiving.
2. Short-Term Memory:
 Temporarily stores information for immediate use (usually 5-9 items).
 Techniques like chunking (grouping information) and rehearsal
(repetition) can improve retention and help transfer information to
long-term memory.
Stages of Memory
4. Long-Term Memory:
• Stores information indefinitely, and has an almost unlimited
capacity.
 Explicit Memory:
• Memories we are consciously aware of (e.g., facts,
experiences).
 Implicit Memory:
• Memories we are not consciously aware of, including skills
and habits (e.g., riding a bike, typing).
Forgetting of Memory
Reasons for Forgetting:
 Encoding Failure:
• Information is never properly stored, so it cannot be
remembered.
 Retrieval Failure:
• We can’t access stored memories (e.g., tip-of-the-tongue
phenomenon).
 Decay:
• Memories fade over time if they aren’t used or rehearsed.
Forgetting of Memory
 Interference:
I. Proactive interference:
• Old memories interfere with new ones (e.g., remembering an old
phone number makes it hard to remember a new one).
II. Retroactive interference:
• New memories interfere with recalling old ones (e.g., learning a
new language makes it harder to remember an old one).
 The Forgetting Curve:
• A concept introduced by Hermann Ebbinghaus, showing that we
forget most information shortly after learning it, but what we do
remember tends to stay with us longer.

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