1. FORGETTING

2. FORGETTING Defined as: Defined as: The inability to retrieve previously stored information… The information is not LOST just cannot be RETRIEVED

3. FORGETTING IS ADAPTIVE Forgetting is adaptive because it relieves our mind of ‘ clutter ’ Forgetting is adaptive because it relieves our mind of ‘ clutter ’ If we had all our memory floating around our head all day we would not be able to take in new information and it keeps us sane and on task If we had all our memory floating around our head all day we would not be able to take in new information and it keeps us sane and on task

4. Forgetting Curve The forgetting curve is a graph showing the pattern (rate and amount) of forgetting that occurs over time.

5. Forgetting Curve A typical forgetting curve shows that forgetting is rapid soon after the original learning A typical forgetting curve shows that forgetting is rapid soon after the original learning Over half the material is forgotten in the first hour, then the rate slows down Over half the material is forgotten in the first hour, then the rate slows down Any memory remaining after 8 hours is likely to remain stable for a long time Any memory remaining after 8 hours is likely to remain stable for a long time

6. Factors that affect forgetting Amount of material retained is greater when the learning is done over extended periods of time (eg months) Amount of material retained is greater when the learning is done over extended periods of time (eg months) Rate of forgetting is slower when the material is meaningful Rate of forgetting is slower when the material is meaningful Influenced greatly by how well the initial learning took place- the better the original encoding the longer the material is likely to be retained Influenced greatly by how well the initial learning took place- the better the original encoding the longer the material is likely to be retained

7. Measures of Retention Recall, Recognition and Re-learning page 366

8. What are the colours of the rainbow? ROY G BIV ROY G BIV RED, ORANGE, YELLOW, GREEN, BLUE, INDIGO, VIOLET RED, ORANGE, YELLOW, GREEN, BLUE, INDIGO, VIOLET

9. Which of the following is a true colour of the rainbow? Purple Purple Pink Pink Brown Brown Blue Blue

10. What is an easy acronym to remember the 7 colours of the rainbow? ROY G BIV ROY G BIV

11. What are the colours of the rainbow? ROY G BIV ROY G BIV RED, ORANGE, YELLOW, GREEN, BLUE, INDIGO, VIOLET RED, ORANGE, YELLOW, GREEN, BLUE, INDIGO, VIOLET RECALL- retrieving facts and information from stored memories

12. Which of the following is a true colour of the rainbow? Purple Purple Pink Pink Brown Brown Blue Blue RECOGNITION- identifying the correct information from a number of alternatives

13. What is an easy acronym to remember the 7 colours of the rainbow? ROY G BIV ROY G BIV RE- LEARNING- learning again something which has been learned before but was not remembered well

14. Measures of Retention Memory retention is measured by examining what information is retrieved. It is also measured by how well it has been retained. Memory retention is measured by examining what information is retrieved. It is also measured by how well it has been retained. Each measure of retention has a relative sensitivity measurement. Each measure of retention has a relative sensitivity measurement. Sensitivity means how well information is able to be retrieved once stored in memory Sensitivity means how well information is able to be retrieved once stored in memory

15. Sensitivity Ratings Recall is the least sensitive ( this means that remembering something is more difficult using this method) Recall is the least sensitive ( this means that remembering something is more difficult using this method) RE-learning is the most sensitive RE-learning is the most sensitive Recognition is more sensitive than recall, but less sensitive than re-learning Recognition is more sensitive than recall, but less sensitive than re-learning In other words in order from least to most sensitive it looks like this 1. RECALL (good) 2. RECOGNITION (better) 3. RE-LEARNING (best)

16. Re-Learning Re-learning means to learn something again which was previously stored in your memory but not entirely able to be remembered. Re-learning means to learn something again which was previously stored in your memory but not entirely able to be remembered. If we re-learn information it is retained more quickly. If we re-learn information it is retained more quickly. It is retained more quickly because previous experience has helped us. It is retained more quickly because previous experience has helped us.

17. The Saving Score This was developed by Herman Ebbinghaus (1850-1909) This was developed by Herman Ebbinghaus (1850-1909) His test revealed the following His test revealed the following (time for orginal learning) –( time for re-learning) Saving Score= ----------------------------------------------------------------- (time for orginal learning) –( time for re-learning) Saving Score= ----------------------------------------------------------------- (time for original learning) (time for original learning) Eg if it took 1 hour to learn something the first time and only 45 minutes to re-learn it the second time- that is a savings score of 25 per cent 60-45 x 100 = 25 60-45 x 100 = 25 60 60

18. Theories of Forgetting Pages 371-387

19. THERE ARE FOUR MAIN THEORIES OF FORGETTING 1. Forgetting occurs because the wrong retrieval cue has been used- RETRIEVAL FAILURE 2. Forgetting occurs because there is interference from other memories- INTERFERENCE THEORY 3. Forgetting occurs because we are motivated unconsciously to forget- MOTIVATED FORGETTING 4. Forgetting occurs because the physical trace created by a new memory fades over times because of disuse.: DECAY THEORY

20. RETREIVAL FAILURE THEORY Forgetting occurs because the wrong retrieval cue has been used

21. Retrieval Failure Theory This theory tells us that forgetting happens not because information is lost but because we don ’ t use the right retrieval cues This theory tells us that forgetting happens not because information is lost but because we don ’ t use the right retrieval cues A retrieval cue is anything that assists the process of locating and recovering information stored in our memory A retrieval cue is anything that assists the process of locating and recovering information stored in our memory This theory is also known as cue- dependant forgetting This theory is also known as cue- dependant forgetting

23. TOT TOT= Tip of the tongue phenomenon TOT= Tip of the tongue phenomenon TOT= Tip of the tongue phenomenon TOT= Tip of the tongue phenomenon You are sure you know it and that at any moment you will remember the required information. You are sure you know it and that at any moment you will remember the required information.

24. INTERFERENCE THEORY Forgetting occurs because there is interference from other memories

25. Interference Theory This theory proposes that forgetting occurs because the material being retrieved is becoming confused with other information in memory, this is more so if the other memories are similar. This theory proposes that forgetting occurs because the material being retrieved is becoming confused with other information in memory, this is more so if the other memories are similar. There are two types of interference theories There are two types of interference theories RETROACTIVE and PROACTIVE

26. RETROACTIVE New information interferes with the retrieval of recently learned material New information interferes with the retrieval of recently learned material RINO (Retroactive Interference New information interferes with Old information) NEW OLD INTERFERES

27. PROACTIVE This is the opposite to retroactive This is the opposite to retroactive Old information interferes with the ability to remember New information Old information interferes with the ability to remember New information PION (Proactive Interference Old information interferes with New information) OLDNEW INTERFERES

28. MOTIVATED FORGETTING This is forgetting that occurs because of a strong desire to forget This is forgetting that occurs because of a strong desire to forget This is usually because of a disturbing or upsetting experience This is usually because of a disturbing or upsetting experience There are two types of motivated forgetting There are two types of motivated forgetting REPRESSION and SUPPRESSIONS http://www.youtube.com/watch?v=HlX3P7Gsgk E

29. MOTIVATED FORGETTING THEORY Forgetting occurs because we are motivated unconsciously to forget

30. REPRESSION Is an unconscious process Is an unconscious process The individual blocks memory of an event or experience The individual blocks memory of an event or experience The individual will do this because it is too psychologically painful to remember the information The individual will do this because it is too psychologically painful to remember the information The famous psychologist Freud believed that this type of repression was a form of self defence The famous psychologist Freud believed that this type of repression was a form of self defence He believed that these memories were not lost- however they were very difficult to retrieve He believed that these memories were not lost- however they were very difficult to retrieve Read page 390 Read page 390

31. SUPPRESSION This involves the deliberate effort to keep a memory from our consciousness This involves the deliberate effort to keep a memory from our consciousness They choose not to think about it They choose not to think about it

32. DECAY THEORY Forgetting occurs because the physical trace created by a new memory fades over times because of disuse.:

33. DECAY THEORY This theory suggests that memories that are not used become weaker and weaker as time goes on This theory suggests that memories that are not used become weaker and weaker as time goes on Unused memories may decay to a point where they are no longer able to be recollected Unused memories may decay to a point where they are no longer able to be recollected

34. Organic Causes of Forgetting Suggests that forgetting occurs due to physiological damage, such as amnesia. There are 2 types of amnesia Retrograde Amnesia Damage affects a person’s ability to retrieve memories before the damage occurred. Nearly always return (inability to remember old memories) Anterograde Amnesia The most common type. An inability to form new memories. Unable to recover memories (inability to form new ones)

35. WORK TO COMPLETE 1) READ- Chapter 7 THEORIES of FORGETTING 2) FOGETTING handout matching the term with the definition. 3) Theories of forgetting Revision test 4) STUDY ON- questions on the theories

36. Manipulation and Improvement of Memory Manipulation and Improvement of Memory CHAPTER 8

37. Quality of Encoding The quality of retrieval from LTM depends on how well you store or organise that information. The quality of retrieval from LTM depends on how well you store or organise that information. Information that is organised well as it is being encoded into LTM is far more likely to be successfully retrieved at a later time Information that is organised well as it is being encoded into LTM is far more likely to be successfully retrieved at a later time

38. Organisation Is the process of grouping individual items together Is the process of grouping individual items together Grouping is the forming of a relationship between two items Grouping is the forming of a relationship between two items You probably do it a lot without realising it You probably do it a lot without realising it

39. Organisation of Information Dog Dog Couch Couch Tulip Tulip Cat Cat Rose Rose Kitchen Kitchen Bed Bed Pig Pig Wattle Wattle If asked you may remember these under the following groupings ANIMALS FLOWERS HOUSEHOLD ITEMS

40. Context- Dependant Cues Ever gone back to your old primary school and a rush of memories come back to you? That ’ s because you have put yourself back in that context (or situation) where the memories were first formed and so retrieving them from LTM becomes easier That ’ s because you have put yourself back in that context (or situation) where the memories were first formed and so retrieving them from LTM becomes easier

41. Context- Dependant Cues These are environmental cues that act as retrieval cues to help you access the memories These are environmental cues that act as retrieval cues to help you access the memories These cues may be sights, sounds and smells within a specific situation These cues may be sights, sounds and smells within a specific situation Eg having a test in the same room you learnt the information is an advantage to recalling that knowledge from LTM Eg having a test in the same room you learnt the information is an advantage to recalling that knowledge from LTM

42. STATE DEPENDANT CUES There is evidence that shows that if learning took place while you were in a certain physiological state or mood, that you will recall that information better if you put yourself back in the same state when trying to recall from LTM. There is evidence that shows that if learning took place while you were in a certain physiological state or mood, that you will recall that information better if you put yourself back in the same state when trying to recall from LTM. These are internal cues that are associated with the physiological or psychological state These are internal cues that are associated with the physiological or psychological state

43. STATE DEPENDANT CUES Feeling happy makes you remember happy memories Feeling happy makes you remember happy memories feeling sad  makes you remember sad  memories feeling sad  makes you remember sad  memories

44. MNEMONIC DEVICES These are techniques for enhancing or improving memory These are techniques for enhancing or improving memory These can be visual or verbal These can be visual or verbal Mnemonic strategies are always internal- writing a shopping list on a piece of paper is not a mnemonic strategy because it relies on external cues Mnemonic strategies are always internal- writing a shopping list on a piece of paper is not a mnemonic strategy because it relies on external cues

45. ACRONYMS pronounceable words using the first letter to act as a cue for the term to be recalled Eg Roy G Biv ANZAC etc

46. ACROSTICS These are phrases or poems where the first letter of each words functions to help with recall. These are phrases or poems where the first letter of each words functions to help with recall. The difference here is that the letters are REFORMULATED so that the letters form a SENTENCE The difference here is that the letters are REFORMULATED so that the letters form a SENTENCE EG Never Eat Soggy Weetbix EG Never Eat Soggy Weetbix North, East, South, West North, East, South, West

47. NARRATIVE CHAINING Also known as the link method because it involves linking an item on a list with the previous one. Also known as the link method because it involves linking an item on a list with the previous one. You do this when you have a list of words and turn them onto a story or song for you to remember them You do this when you have a list of words and turn them onto a story or song for you to remember them

48. NARRATIVE CHAINING EG EG Farmer, dart, skate, hedge, colony, duck furniture A farmer darted out of the forest, skated around a hedge, stepped on a colony of ducks and tripped on some furniture. A farmer darted out of the forest, skated around a hedge, stepped on a colony of ducks and tripped on some furniture.

49. EFFECT OF MISLEADING QUESTIONS AND EYE-WITNESS TESTIMONIES

50. MANIPULATION OF MEMORY