Forgetting and it's causes

In simple terms, forgetting is the inability to [Link] (1967) defines forgetting as “the loss,
permanent or temporary, of the ability to recall or recognise learned earlier”.

Causes of Forgetting:

1. Faulty Memory Process: Sometimes we listen to many details but we encode only portion of the
information in the form of gist- and not the actual words or details, and the same will be stored.

[Link]: An important cause of forgetting in everyday life is interference of learnt material. There
are two kinds of interference:

a. Proactive inhibition:

If the earlier learning interferes with later learning and inhibits recall of new material, it is known as
proactive inhibition. This usually happens when the previous learning is better than the present one.

b. Retroactive inhibition:

Inhibition of the earlier learning and recall by later learning is known as retroactive inhibition. The
interpolated activity between original learning and its recall causes forgetting.

3. Retrieval Problems: Retrieval is necessary for [Link] appropriate retrieval cues, the sought- for
items stored in LTM may not be found. This leads to forgetting.

4. Motivated Forgetting: This is a kind of forgetting in which the individual intentionally forgets. However,
the information stored can be retrieved and brought back to memory, but the individual does not want
those memories. So he will repress them. It may be observed that generally people remember pleasant
experiences than unpleasant ones.

5. The Trace Decay Theory: It is learnt that the memory traces are responsible for our memory. These
traces are also called as engrams. The memory traces are formed in our neurological systems. If the learnt
processes are not used for a long time, the traces get faded. Hence, it is the lapse of time that is
responsible for forgetting according to this theory.

6. The Repression Theory: Repression is a defensive mechanism. As explained by Freud in his theory of
psychoanalysis, the painful experiences and forbidden wishes are pushed into unconscious and the
individual does not want to remember them.

7. Failure to Store: Sometimes, losing information has less to do with forgetting and more to do with the
fact that it never made it into long-term memory in the first place. Encoding failures sometimes prevent
information from entering long-term memory.

8. Lack of sleep: Not getting enough sleep is perhaps the greatest unappreciated cause of forgetfulness.
Too little restful sleep can also lead to mood changes and anxiety, which in turn contribute to problems
with memory.

9. Stress and anxiety: Anything that makes it harder to concentrate and lock in new information and skills
can lead to memory problems. Stress and anxiety fill the bill. Both can interfere with attention and block
the formation of new memories or the retrieval of old ones.
10. Depression: Common signs of depression include a stifling sadness, lack of drive, and lessening of
pleasure in things you ordinarily enjoy. Forgetfulness can also be a sign of depression—or a consequence of
it.

11. Displacement: Displacement is quite literally a form of forgetting when new memories replace old
ones. Everyone knows the potentially vast capacity of memory, particularly long-term memory, but
research by Norman has shown that numbers can replace old ones being memorised (using the serial
probe technique).

12. Physical Injury or Trauma: Anterograde Amnesia is the inability to remember events that occur after an
injury or traumatic event. Retrograde Amnesia is the inability to remember events that occurred before an
injury or traumatic event.

13. Lack of Interest: One usually forgets about those objects or idea in which he has no interest. Sometimes
one remembers something for a long time but eventually if he loses interest in it, he forgets it. Therefore a
teacher should try to generate interest in the students while teaching in the classroom so that they
remember the subject matter well.

14. Lack of Practice: When the learnt material is not practiced frequently, then forgetting occurs. A well
organized material is easily remembered and can be practiced frequently. A teacher should carefully
organize the subject matter and encourage the students to practice so often that they can remember it
well.

15. Use of Drugs and Alcohol: Addiction to intoxicating drugs or alcohol has a detrimental effect on our
nervous system and this seriously hampers memory.

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Improve memory functions

1. The Keyword Method : Suppose you want to learn words of any foreign language. In keyword method, an
English word (the assumption here is that you know English language) that sounds similar to the word of a
foreign language is identified. This Englishword will function as the key.

2. The Method of Loci : In order to use the method of loci, items you want to remembe are placed as objects
arranged in a physical space in the form of visual images. This method is particularly helpful in remembering
items in a serial order.

3. Chunking : While describing the features of short-term memory, we noted how chunking can increase the
capacity of short-term memory. In chunking, several smaller units are combined to form large chunks. For
creating chunks, it is important to discover some organisation principles, which can link smaller units.

4. First Letter Technique/ Peg word : In order to employ the first letter technique, you need to pick up the first
letter of each word you want to remember and arrange them to form another word or a sentence. For example,
colours of a rainbow are remembered in this way (VIBGYOR- that stands for Violet, Indigo, Blue, Green, Yellow,
Orange and Red).

5. Minimise Interference : Interference, as we have read, is a major cause of forgetting and therefore you should
try to avoid it as much as possible.
6. Meaningful content: The material learnt should be meaningful to the learner. The subject matter which is
relevant to the learner is easily retained in the mind.

7. Previous knowledge: The principle of ‘known to unknown’, ‘easy to difficult’ should be followed. Previous
knowledge of a material related to the new subject matter is essential to remember the new lesson learnt.

8. Good Health of the learner: To remember an experience, good health of the learner is necessary. On the other
hand, if the learner is sick or tired, retention of the subject matter learnt is not difficult.

9. Interest: Interest increases the attention of the learner and as a result the content of the material learnt is
retained better. A person focuses his attention on those things in which he is interested. Therefore, a very
important condition which facilitates memory is the interest of the learner.

10. Will-power to learn: A learner must have the determination to learn a particular thing if he is to achieve his
goal. Strong will power of the learner will automatically lead to better memorization.

11. Practice of the learnt material: Repetition or practice of the material or subject learnt results in better
retention. Better understanding will follow from the repetition of the subject matter and as a result it is
remembered by the learner.

12. Learning by doing: Theoretical learning should be associated with ‘learning by doing’. It means that students
should be involved actively in the learning process. Certain activities related to the learnt material must be given
to the learners so that they can understand the material clearly. Proper knowledge of the students will lead to
quick retention of the subject matter.

[Link]: Over learning does not facilitate memory. On the other hand, rest between learning different materials
is necessary to refresh the body and mind as it removes fatigue and boredom.

14. Use Visual Memory: Memory for pictures is often better than the memory for words

[Link]: Overlearning – Studying information even after you think you know it – is one of the best ways to
remember it.

16. SQ4R: Thomas and Robinson have developed another strategy to help students in remembering more which
they called the methods of SQ4R. This acronym stands for Preview, Question, Read, Self-recitation, and Test.
Preview refers to giving a cursory look at the chapter and familiarising oneself with its contents. Question means
raising questions and seeking answers from the lesson. Now start reading and look for answers of questions you
had raised. After reading try to rewrite what you have read and at the end test how much you have been able to
understand.

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Forgetting curve: Read from ncrt