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Forgetting [Memory] - Coggle Diagram
Forgetting [Memory]
Why we Forget
Ineffective Encoding
can't forget smth you never learn
pseudoforgetting
fail to encode information
due to lack of attention
memory codes are formed for new info
subsequent forgetting
ineffective / inappropriate encoding
some approaches to encoding
more forgetting
Decay
forgetting occurs because memory traces fade with time
occurs in physiological mechanisms responsible for memory
contribute to loss of information
sensory & STM stores
contribute to selective removal of some memories
weakens neurobiological substrate of selected memories
during sleep
forgetting depends on amount, complexity & type of info have to absorb during that period of time
Interference
people forget information because of competition from other material
influence forgetting
greatest
intervening material most similar to test material
similarity of intervening material ↓, amount of forgetting ↓
reduced interference
types of interference
retroactive
new information impairs the retention of previously learned information
occurs between original learning & retest on that learning
proactive
previously learned information interferes with retention of new information
rooted in learning
comes before exposure to test material
Retrieval Failure
great deal of forgetting
due to breakdowns in process of retrieval
retrieval failure
more likely when mismatch exists between retrieval cues & encoding of information
good retrieval cues
consistent with original encoding of information
encoding specificity principle
value of retrieval cue depends on how well it corresponds to memory code
explains inconsistent success of retrieval efforts
Motivated Forgetting
memories are there all alone
retrieval was blocked
unconscious avoidance tendencies
tendency to forget things
doesn't want to think about
repression
keeping distressing thoughts & feelings buried in unconscious
Measures of Forgetting
retention
proportion of material retained
retention interval
length of time bwteen the presentation of materials to be remembered and measures of forgetting
recall measure
reproduce information on their own without any cues
recognition measure
select previously learned information from an array of options
have cues to work with
eg. multiple choices
yield higher scores
sensitive measures of retention
excessively easy measures of retention
relearning measure
memorize information 2nd time
determine how much time / effort is saved by having it learned before
detect retention
overlooked by recognition test
Ebbinghaus' Forgetting Curve
nonsense syllables
consonant-vowel-consonant arrangements that do not correspond to words
forgetting curve
graphs retention and forgetting over time
most forgetting occurs rapidly after learning smth
memorize more meaningful material
forgetting curves aren't nearly as steep
different methods of measuring forgetting yield varied estimates of how quickly one forget
Repressed Memories Controversy
Support for Recovered Memories
sexual abuse in childhood
more widesread
ample evidence
common to bury traumatic incidents
unconscious
experience complete amnesia for abuse
suppress retrieval of unwanted memories
forgetting
Skepticism of Recovered Memories
some wrestling with emotional problems
convinced by persuasive therapists
emotional problems
result of abuse
confident of false memories
generate strong emotional rxn
richly detailed recollections