Pedagogy-Remembering and Forgetting

8/2/2019 Pedagogy-Remembering and Forgetting

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Remembering and Forgetting


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Learning

Memory Forgetting

No Learning No Memory Nothing to Forget


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Forgetting (Loss)

Incoming /

Learning /

Information

Short term

Memory

Rehearsal

Long term

Memory

Forgetting(Loss)

Encoding

(Storage)

Retrieval

(Recall)


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MEMORY

Memory can be described as the ability to retainpast experiences and the ability to recall theseexperiences.

In many circumstances, memory is important inthe professional and private lives of every livingperson. Eg: skills needed to play football,remembering a loved one's birthday or arguably

even more important, remembering which sideof the road to drive on and the importance of thelaws of gravity.
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MEMORY

Atan Long (1968): A persons ability to select andreceive stimuli as information or experience, aswell as to store them in the brain

Fein (1978) : A meant of processing and storinginformation which an individual receives, andlater retrieves or recalls them when necessary

Vernon (1980) : A form of storing meaningfulinformation so as to become useful experiencesin future


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MEMORY

Memory: Process of human ability to

receive information (learning), process andstore in the brain, and to retrieves themwhen it is deemed necessary


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Information-Processing Model ofMemory


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Type of Memory

1. Episodic Experienced event orsituation

2. Semantic Meaningful information suchas concepts, principles, prepositions andknowledge

3. Procedural skills and habitualbehaviour or conditioning


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Factors that effect Memory

1. Leaning Materials

- Length of learning material

- Difficulty in learning materialEg. Quatre Vingt Dix Neuf

- Arrangement of learning material

- Meaningful learning material


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2. Learning Method

- Space practice versus mass practice

- Normal-Learning versus Over-Learning


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3. Personal factor

- Age Factor

- Sex Factor- Motivation Factor

- Emotion Factor


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FORGETTING

Forgetting Inverse to Memory

A common belief is that ourmemory decays over time.This is called decay theory: thebreakdown of information unlessit is preserved by practice and

reiteration.

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FORGETTING

Erikson (1963) : Motive whereby

certain information is purposely

forgotten either it is treated asunimportant or less pleasant

because of individuals mental awareness


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Type of Forgetting

1. Obsolete forgetting

- Information stored in the long-termmemory and is not used or rehearsed fora long time


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Type of Forgetting

2. Forgetting due to Interference

- Information stored in long-term memory isaffected by interference of new information

- Information related to existing informationbut with different entity

-Difference time period between learningnew information and previous existing oneis very short


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Type of Forgetting

3. Forgetting due to Emotional Pressure

- Related with persons emotion and

motivation

- Information stored in the long-termmemory is unconsciously forgotten


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Factors Affecting Forgetting

Time Duration

- If learning activity given did not beingrehearsed within a certain time, the effect

will slowly fade, and as time passes by,this effect would disappear eventually frommemory or forget totally.

- Other activity after learningcould affect memory and

forgetting


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Retroactive Inhibition

Group Learning Activity Activity to

Follow

Test

A BI PNBM BI

B BI Merarau BI


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Proactive Inhibition

Group Learning Activity Activity toFollow

Test

A PNBM BI BI

B Merarau BI BI


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Causes of Inhibition

- Perseveration Theory: after a lesson,learners mental nerve still continuously

active

- Competition-Response Theory:occurrence of inhibition is due to the resultof interference between 2 differentresponses


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Forgetting Motive

- A person does not wish to remember acertain event which he had experienced.

- Not been forgotten entirely, but storeddeep in the memory and intentionallyforget them.


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Changes of quantity and quality in memory

Quantity orlearning

materials inmemory

Quality oflearning

materials inmemory


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Teach with Meaningful learningmaterial

Use reasonable length and providesufficient time for consolidationactivities before new learningmaterial introduced

Teach in Interesting and Fun Way

Plan learning material and keep itorganized

Set up conductive learningatmosphere

Ways to

ImproveMemory orReduceForgetting


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Use Mnemonic Method to assist

memoryEg. Music Note sequel in TrebleClef-E,G,B,D,F

Draw attention by focusing on

the important content

Do sufficient revision to enhancelearning materials in the memory

Avoid Proactive and Retroactiveinhibition

Use teaching aids to illustrate theimportant part or fact

Ways to

ImproveMemory orReduceForgetting

Pedagogy-Remembering and Forgetting

Documents

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