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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.
　
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