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Forgetting in The Mind

The document discusses theories of forgetting including decay through disuse, retrieval failure, and motivated forgetting. It also outlines five study techniques: highlighting, summarizing, generating questions, networking/mapping/outlining, and collaborative scripting.

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Danny
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21 views

Forgetting in The Mind

The document discusses theories of forgetting including decay through disuse, retrieval failure, and motivated forgetting. It also outlines five study techniques: highlighting, summarizing, generating questions, networking/mapping/outlining, and collaborative scripting.

Uploaded by

Danny
Copyright
© © All Rights Reserved
Available Formats
Download as TXT, PDF, TXT or read online on Scribd
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Forgetting:

Forgetting is the opposite of remembering. The two terms are frequently thought of
as complimentary. We remember certain things and forget others. There are moments
when we recall insignificant events that occurred months in the past, yet we forget
significant events that occurred recently. Why do these events take place? The
majority of forgetting happens as a result of short-term information never being
stored in long memory. It also happens as a result of our losing the capacity to
retrieve long-term memory content.
Three theories explain why forgetfulness occurs in humans:
Theory of Decay through Disuse:
It's a widely accepted belief that forgetting happens as a result of things fading
over time. It is thought that learning-related impressions in the brain's cortex
wear off over time. This idea appears to be confirmed by human experience, as
humans have a tendency to forget things over time. However, the fact remains that
even if time passes, we may forget what happened yesterday afternoon, but we still
recall some of our previous lessons (like riding a bicycle).

Forgetting as Retrieval Failure


This hypothesis states that when there are no suitable indications, we forget. For
instance, we occasionally run into a buddy and can't remember their name. Sometimes
during a conversation, a buddy will say or do something that causes us to instantly
think of them. In this instance, forgetting is viewed as a transient phenomenon
that resulted from a malfunction in the memory-related system.
Motivated Forgetting
In this case, forgetting is caused by an individual's attempt to block bad memories
or experiences from their mind�usually ones they would be embarrassed to recall.
According to the theory of motivated forgetting, knowledge is always there in
memory but is inaccessible due to emotional factors. In a similar vein, the idea
that knowledge may never be lost once it is stored in long-term memory is supported
by the theory of interference. Because of the interference that subsequent learning
causes with earlier knowledge stored in the long term memory, we lose access to
this information. Data from studies suggest that long-term memory may never fully
retain knowledge. In experiments, a man by the name of Penfield (1969) electrically
stimulated several areas of the patients' brains.
Numerous ideas have sought to explain why and how humans lose access to long-term
memory information.
FIVE POSSIBLE METHODS FOR SUCCESSFUL STUDYING

Highlighting:

Probably the most popular study technique among students is underlining. Despite
its extensive use, research on it shows minimal advantages. The majority of
students don't seem to be able to distinguish between elements that should be
highlighted for importance and those that are not.
Many pupils often make a lot of marks. Giving students instructions on what to mark
can be helpful. Students do retain more information when they are instructed to
highlight the most crucial sentence in each paragraph. This is most likely due to
the fact that selecting the most significant sentence necessitates a larger
cognitive load.
summarizing:

Writing succinct sentences that encapsulate the essential points of the material
being read is the process of summarizing. The way this tactic is applied determines
how successful it will be. After reading each paragraph, students can summarize it
in one sentence using an efficient method. Large material regions can be divided
into manageable chunks by doing this, making them easier to read through fast
during exam times. Having students provide summaries that are meant to aid others
in understanding the subject matter is another efficient method. Students are
forced to be succinct and to weigh what is and is not important when they act in
this way.
Questions Generated by Students:

Asking students to come up with their own questions regarding the information they
are reading has been shown in several studies to be a useful study tool. In a
particular study, the students were asked to create multiple-choice exam items
based on the content they had been studying. It was discovered that compared to the
other group, the students who studied using the student-generated question method
recalled more of the material. They support pupils in focusing their attention and
picking out the material they need to learn.
Networking, Mapping, and Outlining:

Students use skeletal representations of the subject they have studied in this
method. An outline places all of the content's details into a higher level category
and uses a hierarchical format to convey the material's primary themes. The first
step in networking and mapping is to identify the primary ideas and then diagram
the relationships between them.

Collaborative Script:

Gathering with peers to discuss readings or lectures is a time-honored study


technique that students have employed independently. Based on this antiquated
method, a particular study approach has been created lately. We refer to this
tactic as cooperative script. Students participate in it by working in pairs and
taking turns describing key concepts orally. As one student provides a summary, the
other listens and fixes any mistakes or omissions. After then, the two students
trade places, and they keep doing this until they have studied all of the required
information. Students who study using the cooperative scripts technique
consistently retain far more information than students who summarize independently,
according to a number of studies.

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