{"id":944,"date":"2022-11-03T20:26:00","date_gmt":"2022-11-03T18:26:00","guid":{"rendered":"https:\/\/support.centreforelites.com\/theories-of-forgetfulness\/"},"modified":"2023-07-01T13:13:48","modified_gmt":"2023-07-01T11:13:48","slug":"theories-of-forgetfulness","status":"publish","type":"post","link":"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/","title":{"rendered":"Here are the 6 Theories of Forgetfulness"},"content":{"rendered":"\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Everyone experiences a failure of memory from time to time. You are sure you have seen that person before but cannot remember exactly where. This means you have forgotten some information about that person.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Forgetfulness can be defined as the complete loss of information from storage or an inability to retrieve what is stored in <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/the-concept-of-memory.html\">memory<\/a>. Forgetting is the loss of ability to retrieve information from either the <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/the-concept-of-memory.html\" target=\"_blank\" rel=\"nofollow noopener\">STM<\/a> or the <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/the-concept-of-memory.html\" target=\"_blank\" rel=\"nofollow noopener\">LTM<\/a>. \u201cForgotten\u201d does not necessarily mean gone forever. There are times we cannot retrieve a particular memory but it returns to us some time later. However evidence from shock gives us an understanding that we can lose information completely.<\/span><\/p>\n\n\n\n<p>&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/slideplayer.com\/slide\/8563835\/26\/images\/3\/Theories%2Bof%2BForgetting.jpg?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/slideplayer.com\/slide\/8563835\/26\/images\/3\/Theories%2Bof%2BForgetting.jpg?ssl=1\" alt=\"THEORIES OF FORGETFULNESS\" title=\"THEORIES OF FORGETFULNESS\"\/><\/a><\/figure>\n\n\n\n<div style=\"clear: both; text-align: center;\"><\/div>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">&nbsp;<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Forgetting is a problem that has plagued learners of <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/the-concept-of-memory.html\">memory<\/a>. We do not, it seems forget only meaningless material; sometimes we forget things which are important to us. Psychologists would say, however, that important things, which have been actually learned, are never really forgotten; the problem may be in retrieval.<\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">When information that once entered long-term memory is unable to be retrieved, it is said to be forgotten. Forgetting may involve decay, interference, or repression. Some inputs may fade away, or <\/span><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">decay, <\/span><\/b><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">over time. Items quickly decay in sensory storage and short-term memory, as indicated earlier. It is not certain, however, whether long-term memories can ever decay. We know that a blow to the head or electrical stimulation of certain parts of the brain can cause loss of memory. The memories lost, however, are the most recent ones; older memories seem to remain. The fact that apparently forgotten information can be recovered through meditation, hypnosis, or brain stimulation suggests that at least some memories never decay. Rather, interference or repression causes people to lose track of them.<\/span><\/p>\n\n\n\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_82_2 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<label for=\"ez-toc-cssicon-toggle-item-69d90c3395253\" class=\"ez-toc-cssicon-toggle-label\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/label><input type=\"checkbox\"  id=\"ez-toc-cssicon-toggle-item-69d90c3395253\"  aria-label=\"Toggle\" \/><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#Interference\" >Interference<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#Amnesia\" >Amnesia<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#The_interference_theory\" >The interference theory<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#Educational_Implication\" >Educational Implication<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#The_fading_or_decay_theory\" >The fading or decay theory<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#_The_distortion_theory\" >&nbsp;The distortion theory<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#D_The_retrieval_theories_of_forgetfulness\" >D.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The retrieval theories of forgetfulness<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#E_The_suppressionrepression_theory\" >E. The suppression\/repression theory<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#F_Consolidation_theory\" >F. Consolidation theory<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/support.centreforelites.com\/ru\/theories-of-forgetfulness\/#FACTORS_THAT_LEAD_TO_GOOD_MEMORY\" >FACTORS THAT LEAD TO GOOD MEMORY<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Interference\"><\/span><b><span style=\"font-family: 'Times New Roman', serif;\">Interference<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Interference <\/span><\/b><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">refers to a memory being blocked or erased by previous or subsequent memories. This blocking is of two kinds: proactive and retroactive. In <i>proactive interference <\/i>an earlier memory blocks you from remembering related new information. In <i>retroactive interference <\/i>a later memory or new information blocks you from remembering information learned earlier. Suppose you move to a new home. You now have to remember a new address and phone number. At first you may have trouble remembering them because the memory of your old address and phone number gets in the way (proactive interference).<\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Later, you know the new information but have trouble remembering the old data (retroactive interference). It is important to note that proactive interference does not lead to retroactive interference; the two are separate concepts. <\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">It may be that interference actually does erase some memories permanently. In other cases the old data have not been lost. The information is in your memory somewhere, if only you could find it. According to Sigmund Freud, sometimes blocking is no accident. A person may subconsciously block memories of an embarrassing or frightening experience. This kind of forgetting is called <b style=\"mso-bidi-font-weight: normal;\"><i>repression<\/i><\/b><i>.<\/i> The material still exists in the person\u2019s <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/the-concept-of-memory.html\">memory<\/a>, but it has been made inaccessible because it is so disturbing.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Amnesia\"><\/span><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Amnesia<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Some people also forget information due to amnesia. <i>Amnesia <\/i>is a loss of memory that may occur after a blow to the head or as a result of brain damage. Amnesia may also be the result of drug use or severe psychological stress.<\/span><\/p>\n\n\n\n<p><i><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Infant amnesia <\/span><\/i><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">is the relative lack of early declarative memories. For example, why is it that we do not seem to remember much from when we were 2 or 3 years old? Although some children do form lasting memories, most memories from early childhood seem to fade away.<\/span><\/p>\n\n\n\n<p><span style=\"color: black; font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Psychologists have proposed several theories to explain infant amnesia. Freud thought that infant<\/span><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> memories are repressed because of the emotional traumas of infancy. Others believe that because infants do not yet understand language, their memories are nonverbal, whereas later memories are verbal (once language is learned). Still others claim that the hippocampus may not be mature enough in infancy to spark memories or that infants have not yet developed a sense of self to experience memories.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">We all look at different things in different ways and we explain different ideas in different ways either. The theories likewise, explain different ways in which concepts are understood. It is in this logic that even the theories of forgetting were viewed divergently by various scholars. <\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"The_interference_theory\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">The interference theory<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">This theory of forgetting says forgetting results from competing associations that lower the probability of the correct association being recalled, thus the material becomes associated with original stimulus. This means that current information is lost because it is mixed up with previously learned and similar information. Interference takes place when two learned items conflict, when some information interferes with the retrieval of other information. There are two types of interference.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(a)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">Retroactive interference<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; refers to when previously learned information is lost because it is mixed up with new and somewhat similar information. New or recently learned information inhibits the recall of information learned earlier.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(b)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp; <\/span><\/span><\/span><\/b><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">Proactive interference<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; occurs when new information is lost because it is mixed up with previously learned, similar information. Old information here interferes with learning new information.<\/span><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Educational_Implication\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Educational Implication<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Among the most important suggestions for countering the effects of interference and increasing the ability to recall information are those involving teaching for transfer (also termed generalization).&nbsp;Transfer&nbsp;(or&nbsp;generalization) refers to the effects of old learning on new learning; transfer can be either positive or negative.<\/span><\/p>\n\n\n\n<p><a name=\"more\"><\/a><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Positive transfer<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> occurs when previous learning facilitates new learning and is sometimes evident in learning a second language. For example, it is easier to learn Spanish if you already know French than if you know only English. The similarities between French and Spanish facilitate positive transfer.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Negative transfer<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> takes place when previous learning interferes with current learning; this is similar to proactive interference. For example, negative transfer occurs when I go to Bermuda, rent a motor scooter, and discover that people are driving on the left side of the street (actually, people over there ride on the right side of the street).<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">One way to teach for positive transfer while still eliminating negative transfer is to relate new material to old material, emphasizing similarities and differences. The similarities should facilitate positive transfer; knowledge of differences should minimize negative transfer.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"The_fading_or_decay_theory\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The fading or decay theory<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">This is also known as Atrophy theory. Stored information wears out over time because of disuse. This is a biological process. The physiology of decay process is not known.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Traces that have been unused and inactive for a long time will scarcely be in prime metabolic condition. But as we grow old we tend to forget.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Fading theory states that material not brought to mind frequently enough or not used, tends to fade from memory.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">In STM, fading occurs very rapidly. When information fades from working memory, it disappears because the short term space was needed for other incoming information.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Educational Implication:<\/span><\/b><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">If students forget information because of disuse, teachers can provide repetition and review to remind them of important items.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"_The_distortion_theory\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"><span style=\"mso-tab-count: 1;\">&nbsp;<\/span>The distortion theory<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">This theory refers to the misrepresentation of information that occurs when an imperfect image is recalled from long term memory. <\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Memories that do not entirely fade are often distorted or confused with other memories. As a result, when a person tries to recall the experience, only fragments of the episode is available, and it becomes impossible to remember how and when the fragments were acquired.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">&nbsp;<\/span><\/b><b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Educational Implications<\/span><\/b><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">One way for teachers to help counter this distortion is to emphasize the most important and distinct (the most memorable) aspects of a situation. Features that are highly distinct will be more easily and more accurately remembered.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"D_The_retrieval_theories_of_forgetfulness\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">D.<span style=\"mso-tab-count: 1;\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>The retrieval <\/span><\/b>theories of forgetfulness<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">This means that information cannot be recalled because there are no cues or hints or prompts to assist in recalling e.g. Mnemonics is a form of coding useful for remembering factual information, it is a device which brings information to mind e.g. <a href=\"https:\/\/thirdspacelearning.com\/blog\/what-is-bodmas\/#:~:text=BODMAS%20is%20an%20acronym%20to,-Addition%2C%20S-Subtraction.\" target=\"_blank\" rel=\"noopener\">BODMAS<\/a>, SOCATOAS etc Mnemonics is effective in rote memorisation but in complex learning.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Some psychologists maintain that forgetting can be explained by the inability to retrieve from memory, rather than by simple memory loss, distortion, suppression, or interference.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">In other words, individuals do not appear to remember simply because of what is termed retrieval cue failure. The <b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\">\u201cretrieval cue failure\u201d<\/i><\/b> refers to the inability to recall an item of information from memory. &nbsp;<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Educational Implication:<\/span><\/b><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">There is evidence that for declarative (semantic) information, i.e. the explicit, conscious sorts of learning with which schools are most concerned, certain types of retrieval cues are the most effective.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">For example,&nbsp;<a href=\"http:\/\/alicekim.ca\/AmSci89.pdf\">Tulving<\/a>&nbsp;(1989) reported that the most effective retrieval cues are those that closely match the type of recall in question.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Thus, if students will be asked to remember the meanings of words, then cues that emphasize meanings are best. In contrast, if they are to remember the spellings of words, cues that draw attention to letters are the most effective.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">&nbsp;<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"E_The_suppressionrepression_theory\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">E. The suppression\/repression theory<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Suppression, a term derived from Freudian Repression entails that sometimes we forget because we want to suppress some unpleasant or threatening information from our memories. Freud however, says repressed memories filter in the subconscious mind where the individual is not aware of them but where they continue to have some effect on the person\u2019s behaviour-thus the idea of unconscious motivation.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">There is some evidence that people may forget events that are particularly unpleasant. One explanation for repression is&nbsp;<a href=\"http:\/\/www.edugyan.in\/2017\/03\/school-of-psychoanalysis.html\">Freud\u2019s<\/a>&nbsp;belief that unpleasant memories filter into the subconscious mind, where the individual is not aware of them even though they may continue to have a profound effect on the person\u2019s emotional life.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Note:<\/span><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\"> The information that is repressed is not forgotten completely because it is still in the LTM.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Educational Implication<\/span><\/b><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Repression theory holds that memories of highly unpleasant (traumatic) events may be unconsciously repressed. Ideally, schools and teachers seldom provide students with experiences so horrendous that they end up being buried in an unconscious place.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"F_Consolidation_theory\"><\/span><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">F. Consolidation theory<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Traces are in the form of an electric circuit .Traces code the experience. The trace must consolidate in order for the experience to be permanently stored.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">The initial circuit is not strong; it is subject to easy disruption. Neuro electricity must travel round the circuit several times in order to consolidate the circuit. The process of neuro electricity travelling round many times is known as perseveration. Hence, the idea of revision by teachers and scholars. Revision is important because it helps to consolidate our memories.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">We can clearly see from the above explanations that the inability to recall and retain the information leads to forgetting. It should be pointed out from the outset set that two important concepts have emerged from the consolidation theory and these are retention and memory trace. Let us define them.<\/span><\/p>\n\n\n\n<p><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">You have so far looked at the reasons why learners forget what was previously learned, but what should come into your mind as well, is the fact that there are other factors that could influence or determine an individual to have a sound memory. Some of the factors are explained below:<\/span><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"FACTORS_THAT_LEAD_TO_GOOD_MEMORY\"><\/span><span style=\"mso-bookmark: _Toc487356429;\"><span style=\"mso-bookmark: _Toc508489007;\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">FACTORS THAT LEAD TO GOOD MEMORY<\/span><\/b><\/span><\/span><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p><a name=\"_Toc508489007\"><\/a><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(i)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">Intelligence<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">&#8211; people with high intelligence have generally better memory than those with lower intelligence. But a few people with normal intelligence have exceptional memories to recall many dates\u2019 sports events that were amazing. These are inherited qualities we have little influence on.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(ii)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">The nature of what is learned-<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"> it is difficult to remember things that have no meaning. We sub consciously try to get a grip of what we want to learn by reshaping it into a pattern we grasp. So teachers should try to teach in simpler language that is easily understandable.<\/span><\/p>\n\n\n\n<p><a name=\"bookmark34\"><\/a><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(iii) <\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">The significance we place on what is learned<\/span><\/i><\/b><span style=\"mso-bookmark: bookmark34;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"> we<\/span><\/span><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"> remember best the things that seem important to us and have significance. At times new things make us careful to take note of them.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(iv)<span style=\"font: 7pt 'Times New Roman';\">&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">The method used for learning-<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"> good teaching methods makes concepts stick in learners\u2019 minds for long period.<\/span><\/p>\n\n\n\n<p><!-- [if !supportLists]--><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"><span style=\"mso-list: Ignore;\">(v)<span style=\"font: 7pt 'Times New Roman';\">&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\">Environmental factors-<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-GB;\"> distractions affect concentration, &#8211; worries, there are also circumstances that prevent practice and revision, repression brought about by some deep emotional experience can have the effect of eliminating totally the conscious recollection of some expression.<\/span><\/p>\n\n\n\n<p><b style=\"mso-bidi-font-weight: normal;\"><i style=\"mso-bidi-font-style: normal;\"><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">Note<\/span><\/i><\/b><span style=\"font-family: 'Times New Roman',serif; mso-ansi-language: EN-GB;\">: the recentness and frequency of learning experiences also affect experience, the stronger the recall. This suggests that controlling the man develop the faculty we call memory better approaches the training of memory<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The theories of forgetfulness, explain different ways in which concepts are understood. 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DIFFERENCES AND THEORIES","author":"centreforelites","date":"21 \u0430\u043f\u0440\u0435\u043b\u044f, 2022","format":false,"excerpt":"Read and find out more about the relationships between learning and training in different contexts","rel":"","context":"\u0412 &quot;Industrial Psychology&quot;","block_context":{"text":"Industrial Psychology","link":"https:\/\/support.centreforelites.com\/ru\/category\/industrial-psychology\/"},"img":{"alt_text":"Learning and Training","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/09\/Learning-and-Training.jpg?fit=862%2C479&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/09\/Learning-and-Training.jpg?fit=862%2C479&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/09\/Learning-and-Training.jpg?fit=862%2C479&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/09\/Learning-and-Training.jpg?fit=862%2C479&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":945,"url":"https:\/\/support.centreforelites.com\/ru\/the-concept-of-memory\/","url_meta":{"origin":944,"position":1},"title":"THE CONCEPT OF MEMORY","author":"centreforelites","date":"3 \u043d\u043e\u044f\u0431\u0440\u044f, 2022","format":false,"excerpt":"Memory can be defined as the process by which people encode, store and retrieve information. 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