It can be difficult to put a direct definition on the word “forgetting.” It can be simply known as the lack of being able to recall information. There are three key steps to memorizing: encoding, storage, and retrieval. These are the three processes that can also be interrupted to cause us to forget.
A failure in encoding can mean that something was not actually memorized. This can be explained through not learning something, or by overlooking it. One of the examples in the textbook is questioning specific details of a penny. Even though a penny is something we see all the time, it can be difficult to remember what exactly it looks like since we do not genuinely pay attention to it. Another cause for this can be trying to multitask, such as …show more content…
There are five main reasons for memory retrieval failure: cue-depending forgetting, state-dependent learning, interference, transfer of training, and repression/suppression. To define these briefly, cue-dependent forgetting requires some sort of retrieval cue to be able to remember the information. State-dependent learning means that you must be in the same state in order to remember. Interference can have retroactive interference (new information causes you to forget the older information) and proactive interference (learning too many things at once can cause them to be forgotten). Transfer of training can also be divided into two categories: positive transfer (learning an older task helps in a new task) and negative transfer (learning an older task makes it more difficult to remember a new task). Finally, a failure to retrieve information can be caused by an involuntary, motivated forgetting of something traumatic (repression) or a voluntary, conscious forgetting …show more content…
It has ranged from everything to forgetting that my parents had told me to do a certain chore, such as picking up my toys, to forgetting I would have homework due the next day. It is difficult for me to remember if I have been told something; I usually have to be told something multiple times for me to remember it. When it comes to studying for tests, I review the information a few times, and hope for the best when it comes time to take the test. Another issue I have with forgetting information is when I have to memorize a lesson to teach for children’s ministry, and I have to
spend at least three hours with a fifteen minute lesson before I can memorize it. Even then, I am still only saying the essence of what I need to say, and not getting it word for word.
Using the information I can learn about forgetting, it is easy for me to see that, more often than not, my problem is with encoding the information. Most of the time I am trying to memorize or study something, I am also trying to do multiple other things at the same time. This lack of focus on what I am doing can cause me to not fully retain the information I am trying to learn. Recognizing this fact can help me realize that when I study, I need to make sure I can focus without a million other thoughts trying to invade my
A failure in encoding can mean that something was not actually memorized. This can be explained through not learning something, or by overlooking it. One of the examples in the textbook is questioning specific details of a penny. Even though a penny is something we see all the time, it can be difficult to remember what exactly it looks like since we do not genuinely pay attention to it. Another cause for this can be trying to multitask, such as …show more content…
There are five main reasons for memory retrieval failure: cue-depending forgetting, state-dependent learning, interference, transfer of training, and repression/suppression. To define these briefly, cue-dependent forgetting requires some sort of retrieval cue to be able to remember the information. State-dependent learning means that you must be in the same state in order to remember. Interference can have retroactive interference (new information causes you to forget the older information) and proactive interference (learning too many things at once can cause them to be forgotten). Transfer of training can also be divided into two categories: positive transfer (learning an older task helps in a new task) and negative transfer (learning an older task makes it more difficult to remember a new task). Finally, a failure to retrieve information can be caused by an involuntary, motivated forgetting of something traumatic (repression) or a voluntary, conscious forgetting …show more content…
It has ranged from everything to forgetting that my parents had told me to do a certain chore, such as picking up my toys, to forgetting I would have homework due the next day. It is difficult for me to remember if I have been told something; I usually have to be told something multiple times for me to remember it. When it comes to studying for tests, I review the information a few times, and hope for the best when it comes time to take the test. Another issue I have with forgetting information is when I have to memorize a lesson to teach for children’s ministry, and I have to
spend at least three hours with a fifteen minute lesson before I can memorize it. Even then, I am still only saying the essence of what I need to say, and not getting it word for word.
Using the information I can learn about forgetting, it is easy for me to see that, more often than not, my problem is with encoding the information. Most of the time I am trying to memorize or study something, I am also trying to do multiple other things at the same time. This lack of focus on what I am doing can cause me to not fully retain the information I am trying to learn. Recognizing this fact can help me realize that when I study, I need to make sure I can focus without a million other thoughts trying to invade my