Similarly, it has been well documented that distraction during learning impairs later memory (e.g., Craik, Govoni, Naveh-Benjamin, & Anderson, 1996). However, few of us have studied the features of a penny in great detail, and since we have not attended to those details, we fail to recognize them later. For example, people have a lot of trouble recognizing an actual penny out of a set of drawings of very similar pennies, or lures, even though most of us have had a lifetime of experience handling pennies ( Nickerson & Adams, 1979). Usually, encoding failures occur because we are distracted or are not paying attention to specific details. If you fail to encode information into memory, you are not going to remember it later on. One very common and obvious reason why you cannot remember a piece of information is because you did not learn it in the first place. But as we explore this module, you’ll learn that forgetting is important and necessary for everyday functionality. Why do we forget? And is forgetting always a bad thing? Forgetting can often be obnoxious or even embarrassing. Clearly, forgetting seems to be a natural part of life. Oftentimes, the bit of information we are searching for comes back to us, but sometimes it does not. Maybe you forgot to call your aunt on her birthday or you routinely forget where you put your cell phone. You may have had trouble remembering the definition of a key term on an exam or found yourself unable to recall the name of an actor from one of your favorite TV shows. Explain the difference between anterograde and retrograde amnesia.Ĭhances are that you have experienced memory lapses and been frustrated by them.Describe how forgetting can be viewed as an adaptive process.Identify five reasons we forget and give examples of each. Forgetting is viewed as an adaptive process that allows us to be efficient in terms of the information we retain. This module explores the causes of everyday forgetting and considers pathological forgetting in the context of amnesia. Please find our version of the Three-Step Method, created in collaboration with Queen’s Student Academic Success Services, at the following link: We encourage students to use the “Three-Step Method” for support in their learning. Information on the NOBA project can be found below. This Open Access chapter was originally written for the NOBA project. 32 Forgetting and Amnesia Original chapter by Nicole Dudukovic and Brice Kuhl adapted by the Queen’s University Psychology Department
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