NONSENSE WORDS SEE HOW MANY YOU RECALL IMMEDIATELY, THEN IN 20
MINUTES 1. BIC 2. RAK 3. KIB 4. DOS 5. FOK 6. BAS 7. RIF 8. LIN 9.
SAN 10. TIS
Slide 3
WHY DO WE FORGET? Why is it that we can effortlessly remember
words to be able to conduct conversation, yet find ourselves unable
to recall all of the quotes we need to use in an English
examination? Why do we automatically remember how to turn on the
shower taps to the exact temperature each morning, yet need to
concentrate when using chopsticks for the first few times? Why can
we remember some details of our childhood when other memories
appear to have been forgotten, only to come back to us
unexpectedly?
Slide 4
KEY KNOWLEDGE forgetting curve as informed by the work of
Hermann Ebbinghaus retrieval failure theory including
tip-of-the-tongue phenomenon interference theory motivated
forgetting as informed by the work of Sigmund Freud including
repression and suppression decay theory
Slide 5
FORGETTING CURVE AS INFORMED BY THE WORK OF HERMANN EBBINGHAUS
Youtube clip https://ww w.youtube.c om/watch? v=tDPTQmR RPSQ
Slide 6
RETRIEVAL FAILURE THEORY INCLUDING TIP-OF-THE-TONGUE
PHENOMENON
Slide 7
HOW MANY NONSENSE SYLLABLES DID THE CLASS REMEMBER? Immediate
recall 86% 10 minutes later 66%
Slide 8
RETRIEVAL FAILURE Also known as cue dependent forgetting,
retrieval failure theory explains forgetting as an inability to
retrieve material due to an absence of the right cues or a failure
to use them. In other words, the memory trace is available but it
is not accessible without the relevant cue or prompt to assist in
retrieving it from the long-term memory.
Slide 9
RETRIEVAL FAILURE THEORY INCLUDING TIP-OF-THE-TONGUE
PHENOMENON
Slide 10
INTERFERENCE THEORY Interference theory (also known as temporal
confusability) is an explanation of why a memory trace that is
available has become temporarily inaccessible. Interference refers
to difficulties in retrieving information from memory, caused by
other material learnt either previously, proactive interference, or
subsequently, retroactive interference. This theory proposes that
one set of information in the memory competes with another set of
information.
Slide 11
LEARNING PHRASES IN DUTCH How are you?- Hoe gaat het? How old
are you? - Hoe alt ben jij? Two beers please - Twee beertjes
asjeblieft I love you - Ik hou van jou
Slide 12
LEARNING PHRASES IN SPANISH How are you? Como estas? How old
are you??Cuantos anos? Two beers please.Dos cervezas, por favor. I
love you.Te llamo
Slide 13
PRO ACTIVE Proactive interference is when previously learnt
material inhibits our ability to retrieve new material. The prefix
pro means forward, so proactive interference s where older
information moves forward to interfere with our retrieval of more
recently learnt similar information. For example, you might have
studies Italian in Year 7 and then learnt Spanish in Year 8. In a
Spanish verbs test, your older knowledge of Italian verbs might
interfere with your ability to retrieve the correct Spanish
verbs.
Slide 14
RETROACTIVE INTERFERENCE Retroactive interference is when newly
learnt material inhibits our ability to retrieve previously learnt
material. Retro means backwards so retroactive interference is
where new information acts to interfere with the retrieval of older
information stored in memory. For example, in an Italian verbs test
your more recent knowledge of Spanish verbs might interfere with
your ability to retrieve the correct Italian verbs for the
test.
Slide 15
Slide 16
MOTIVATED FORGETTING AS INFORMED BY THE WORK OF SIGMUND FREUD
INCLUDING REPRESSION AND SUPPRESSION suppression, which is a
conscious refusal to access memories which are available (e.g.
ignoring the memory of an unpleasant activity such as a visit to
the dentist) repression, where painful or distressing memories are
unconsciously pushed to an inaccessible part of the mind and the
person is unaware that these memories exist.
Slide 17
DECAY THEORY Decay theory suggests that memory traces in the
brain will fade over time through lack of use and eventually become
unavailable. This theory suggests that forgetting is a
physiological process and is based on the idea that when a memory
is laid down there is a physical or chemical trace of the
experience in the brain. This trace is believed to fade as time
passes, unless it is strengthened through repeated use. For
example, a person who has not seen a friend for many years might
not recall the name of that friend.
Slide 18
AVAILABILITY AND ACCESSIBILITY There is a distinction between
the availability of the memory trace and the accessibility of the
memory trace. If material is no longer stored in the long-term
memory, then it is no longer available. If it is simply difficult
to retrieve but the memory trace still exists, then it is not
accessible but might be retrieved at some other time.
Pseudoforgetting is where memory is thought to be forgotten but it
was never encoded and stored in the fi rst place.
Slide 19
NOW WRITE THE STRENGTHS AND LIMITATIONS OF EACH THEORY