Chapter Four Memory and Forgetting

General
Psychology
Teshome A. (Assistance Proff.
Developmental Psychology)
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Chapter Four
Memory & Forgetting
After this unit is covered it is hoped that you

will be able to
• Define memory
• comprehended the nature of memory including its
types
• explain the process in memory functions,
• explain the factors underlying loss of memory
Meaning and nature of Memory
processes of encoding, storing,

retrieving information are necessary
Retention of information for the memory to operate successfully
over time.
how information is initially placed, or encoded into memory,
how it is retained, or stored after being encoded,
how it is found, or retrieved for a certain purpose later.

Memory and Information Processing
• Similar steps are required as in the information processing of computers.
• Information is:
 encoded (entered in some form the computer is able to use),
 stored on disk, and
 later retrieved on the screen.
• Computer processing provides a useful analogy to memory
Types of Memory
•There are three memory systems/structures /types

Sensory Memory
Short-Term Memory
Long-Term Memory
Sensory Memory (Sensory Registers)
• Holds information in its original sensory form for only an instant
• information is very quickly lost

 unless certain processes are engaged to transfer it into working (short-
term) or long-term memory.
E.g..
Echoic memory- auditory sensory memory
Iconic memory- visual sensory memory

Short Term Memory (working memory)
individuals are
limited in how
George Miller much information
(1956) examined they can keep track
limited capacity of of without external
, limited in capacity STM“ aids
• relatively longer in The magical number usually the limit is
duration: of seven, plus or in the range of the 7
• rapidly accessed
minus two.” + 2 items.
• preserves the
temporal sequence
of information.
Controlling information in STM
Rehearsal
Maintenance rehearsal:- repeating the

information again and again to prevent it from
fading.
Elaborative rehearsal:- elaborating the

information’s meaning while rehearsing
Long term memory
• Relatively permanent type of memory that holds huge amount of
information
• Appears to be composed of multiple systems
Long term memory .
Explicit memory. Implicit memory.
Semantic Episodic
Explicit vs. Implicit
Explicit-deliberate recall of information that one recognizes

as a memory
Declarative: memory for facts

Conscious use of memory
Example: taking a multiple choice test.
Semantic memory - general world
knowledge or facts,
• such as three systems of memory, H2o is
the chemical formula of water
Explicit
(declarative)
memory
Episodic memory consists of memories
of particular episodes or events from
personal experience.
• HS graduation ceremony
Forgetting
• inability to retrieve previously stored information
• Forgetting is adaptive: because it rids us of useless information that might
impair our recall of useful information.
Ebbinghaus (1885) and serial-position effect.
Primacy effect.: The better memory for items

at the beginning of a list
• Seems to occur because the items at the
beginning of a list are subjected to more
rehearsal
Theories of Forgetting
• Decay theory
• Interference theory
• Motivation theory
• Cue dependency theory
Decay Theory - memories
naturally fade over time.
Theories of Forgetting
Motivation Theory: we can forget experiences through

repression,
emotionally threatening experiences, such as

witnessing a murder, are banished to the
unconscious mind.
Memory Strategies
Over learning:
Retention is greater
when subject matter is
well learned
Meaningfulness and
organization of subject-matter-.
level of organization in the
learning material determines how
well the material will be retained.
Memory Strategies
Self-recitation- recitation is helpful

in the process of retention.
Formation of clear concept-

develop clear concepts with the help
of various types of audio-visual
material.
SQ3R
S = Survey Look over the chapter title and all the pictures to get an idea
of what you are supposed to learn from the reading.
Q = Question Come up with some questions that could be answered while

you read.
R1 = Read Think about answering the questions you came up with and what
might come next in the reading.
After reading a section ask yourself questions

R2 = Recite
about what you have read. You can take notes about
the reading.
Review what you have read by covering up the key phrases and
R3 = Review
seeing if you can recall them.

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General

After this unit is covered it is hoped that you

processes of encoding, storing,

how information is initially placed, or encoded into memory,

how it is retained, or stored after being encoded,

how it is found, or retrieved for a certain purpose later.

•There are three memory systems/structures /types

• Holds information in its original sensory form for only an instant

• information is very quickly lost

Echoic memory- auditory sensory memory

Iconic memory- visual sensory memory

Maintenance rehearsal:- repeating the

Elaborative rehearsal:- elaborating the

Long term memory .

Explicit memory. Implicit memory.

Explicit-deliberate recall of information that one recognizes

Declarative: memory for facts

Ebbinghaus (1885) and serial-position effect.

Primacy effect.: The better memory for items

Motivation Theory: we can forget experiences through

emotionally threatening experiences, such as

Self-recitation- recitation is helpful

Formation of clear concept-

Q = Question Come up with some questions that could be answered while

After reading a section ask yourself questions

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