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Frequency only—knowledge that has been used much in the past but that has not been used recently is vulnerable to being forgotten. This type of knowledge is likely to be retrieved slowly or not at all. To retrieve this knowledge and skill, some recent rehearsal or practice must be added in order to refresh the memory.
Recency only—knowledge that has been recently used but has not been used in the past is knowledge that has been recently acquired. This type of knowledge is particularly vulnerable to being forgotten since there is little to distinguish it from “throw away” knowledge, such as an hourly weather broadcast. To remember this knowledge requires a program of regular rehearsal to build up its frequency. Forgetting
Forgetting, which refers to loss of a memory, typically involves a failure in memory retrieval. The failure may be due to the decay or overwriting of information which has been temporarily stored in STM, but generally forgetting refers to loss of information from LTM. The information is not lost, per se, it is somewhere in the person’s LTM, but he or she is not able to retrieve and remember it.
Why do people forget? Why don’t we remember everything? Do we need to remember everything? Most of the information people are exposed to each day has a short period of usefulness with little need to retain it. For example, why would anyone need to remember the details of an hourly weather broadcast ten years ago?
Thus, forgetting knowledge is not always a bad thing. For example, forgetting old information keeps new information up to date. Many theories on why people forget have been offered to explain the phenomenon, among them retrieval failure, fading, interference, and repression or suppression.Retrieval Failure
Retrieval failure is simply the inability to retrieve information, that tip-of-the-tongue phenomenon when a person knows the meaning of a word, or the answer to a question, but cannot retrieve it. It is also caused by the fact that sometimes people simply do not encode information well, and the information never makes it to LTM or is lost before it can attach itself to the LTM. This is sometimes referred to as failure to store.Fading
The theory of fading or decay suggests that a person forgets information that is not used for an extended period of time,
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that it fades away or decays. It had been suggested that humans are physiologically preprogrammed to eventually erase data that no longer appears pertinent.
On the other hand, experimental studies show that a hypnotized person can describe specific details of an event, which normally is beyond recall. Apparently the memory is there, locked in the recesses of the mind. The difficulty is summoning the memory to consciousness or retrieving the link that leads to it. Interference
Interference theory suggests that people forget something because a certain experience has overshadowed it, or that the learning of similar things has intervened. This theory might explain how the range of experiences after graduation from school causes a person to forget or to lose knowledge. In other words, new events displace many things that had been learned. From experiments, at least two conclusions about interference may be drawn. First, similar material seems to interfere with memory more than dissimilar material; and second, material not well learned suffers most from interference.Repression or Suppression
Freudian psychology advances the view that some forgetting is caused by repression or suppression. In repression or suppression, a memory is pushed out of reach because the individual does not want to remember the feelings associated with it. Repression is an unconscious form of forgetting while suppression is a conscious form.
Forgetting information does not mean it is gone forever. Sometimes it is still there, just inaccessible. Retention of Learning
Each of the theories of forgetting implies that when a person forgets something, it is not actually lost. Rather, it is simply unavailable for recall. The instructor’s problem is how to make certain that the student’s learning is readily available for recall. The following suggestions can help.
Teach thoroughly and with meaning. Material thoroughly learned is highly resistant to forgetting. This is suggested by experimental studies and it also was pointed out in the sections on skill learning. Meaningful learning builds patterns of relationships in the learner’s consciousness, which is one reason to conduct scenario-based training (SBT). In contrast, rote learning is superficial and is not easily retained. Meaningful learning goes deep because it involves principles and concepts anchored in the student’s own experiences. The following discussion emphasizes five principles, which are generally accepted as having a direct application to remembering.Praise Stimulates Remembering
Responses that give a pleasurable return tend to be repeated. Absence of praise or recognition tends to discourage, and any form of negativism in the acceptance of a response tends to make its recall less likely.Recall Is Promoted by Association
　
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