Pedagogy-Remembering and Forgetting

Pedagogy
Remembering and Forgetting
Learning
Memory
Forgetting
No Learning No Memory Nothing to Forget
Forgetting (Loss) Encoding Incoming / Learning / Information Rehearsal Short term Memory
(Storage)
Retrieval
Long term Memory Forgetting (Loss)
(Recall)
MEMORY
Memory can be described as the ability to retain past experiences and the ability to recall these experiences. In many circumstances, memory is important in the professional and private lives of every living person. Eg: skills needed to play football, remembering a loved one's birthday or arguably even more important, remembering which side of the road to drive on and the importance of the laws of gravity.
MEMORY
Atan Long (1968) : A persons ability to select and receive stimuli as information or experience, as well as to store them in the brain Fein (1978) : A meant of processing and storing information which an individual receives, and later retrieves or recalls them when necessary Vernon (1980) : A form of storing meaningful information so as to become useful experiences in future
MEMORY
Memory:
Process of human ability to receive information (learning), process and store in the brain, and to retrieves them when it is deemed necessary
Information-Processing Model of Memory
Type of Memory
1. 2.
3.
Episodic Experienced event or situation Semantic Meaningful information such as concepts, principles, prepositions and knowledge Procedural skills and habitual behaviour or conditioning
Factors that effect Memory

1.
Leaning Materials Length of learning material Difficulty in learning material Eg. Quatre Vingt Dix Neuf Arrangement of learning material Meaningful learning material

2. Learning Method - Space practice versus mass practice - Normal-Learning versus OverLearning

3. Personal factor - Age Factor - Sex Factor - Motivation Factor - Emotion Factor
FORGETTING
Inverse to Memory A common belief is that our memory decays over time. This is called decay theory: the breakdown of information unless it is preserved by practice and reiteration.
Forgetting
??
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FORGETTING
Erikson
(1963) : Motive whereby certain information is purposely forgotten either it is treated as unimportant or less pleasant because of individuals mental awareness
Type of Forgetting
1.
Obsolete forgetting Information stored in the long-term memory and is not used or rehearsed for a long time
Type of Forgetting
2. Forgetting due to Interference - Information stored in long-term memory is affected by interference of new information - Information related to existing information but with different entity - Difference time period between learning new information and previous existing one is very short
Type of Forgetting
3. Forgetting due to Emotional Pressure - Related with persons emotion and motivation - Information stored in the long-term memory is unconsciously forgotten
Factors Affecting Forgetting

Time
Duration If learning activity given did not being rehearsed within a certain time, the effect will slowly fade, and as time passes by, this effect would disappear eventually from memory or forget totally. Other activity after learning could affect memory and forgetting
Retroactive Inhibition Activity to Follow PNBM Test BI
Group Learning Activity A BI
BI
Merarau
BI
Proactive Inhibition Test
Group Learning Activity Activity to Follow A B PNBM Merarau BI BI
BI BI

Causes of Inhibition - Perseveration Theory: after a lesson, learners mental nerve still continuously active - Competition-Response Theory: occurrence of inhibition is due to the result of interference between 2 different responses

Forgetting
Motive A person does not wish to remember a certain event which he had experienced. Not been forgotten entirely, but stored deep in the memory and intentionally forget them.

Changes
of quantity and quality in memory
Quantity or learning materials in memory
Quality of learning materials in memory
Ways to Improve Memory or Reduce Forgetting
Teach with Meaningful learning material Use reasonable length and provide sufficient time for consolidation activities before new learning material introduced Teach in Interesting and Fun Way Plan learning material and keep it organized Set up conductive learning atmosphere
Ways to Improve Memory or Reduce Forgetting
Use Mnemonic Method to assist memory Eg. Music Note sequel in Treble Clef-E,G,B,D,F Draw attention by focusing on the important content Do sufficient revision to enhance learning materials in the memory Avoid Proactive and Retroactive inhibition Use teaching aids to illustrate the important part or fact

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Pedagogy

Remembering and Forgetting

No Learning No Memory Nothing to Forget

Long term Memory Forgetting (Loss)

Information-Processing Model of Memory

Factors that effect Memory

Factors that effect Memory

Factors that effect Memory

Factors Affecting Forgetting

Factors Affecting Forgetting

Retroactive Inhibition Activity to Follow PNBM Test BI

Group Learning Activity A BI

Factors Affecting Forgetting

Proactive Inhibition Test

Group Learning Activity Activity to Follow A B PNBM Merarau BI BI

Factors Affecting Forgetting

Factors Affecting Forgetting

Factors Affecting Forgetting

of quantity and quality in memory

Quantity or learning materials in memory

Quality of learning materials in memory

Ways to Improve Memory or Reduce Forgetting

Ways to Improve Memory or Reduce Forgetting

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