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Memory part 2 ncert., Slides of Psychology

Psychology

Memory part 2 class 11 ncert 2025-26

Typology: Slides

2025/2026

Uploaded on 11/15/2025

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LEVELS OF PROCESSING
•The levels of processing view was proposed by Craik and Lockhart
in 1972.
•This view suggests that the processing of any new information
relates to the manner in which it is perceived, analysed, and
understood which in turn determines the extent to which it will
eventually be retained.
•Analysing information in terms of its structural and phonetic features
amounts to shallower processing.
•Encoding in terms of the meaning it carries (the semantic encoding)
is the deepest processing level that leads to memory that resists
forgetting considerably.
•Examples…..fish, dog, ball etc..
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LEVELS OF PROCESSING

  • (^) The levels of processing view was proposed by Craik and Lockhart in 1972.
  • (^) This view suggests that the processing of any new information relates to the manner in which it is perceived, analysed, and understood which in turn determines the extent to which it will eventually be retained.
  • (^) Analysing information in terms of its structural and phonetic features amounts to shallower processing.
  • (^) Encoding in terms of the meaning it carries (the semantic encoding) is the deepest processing level that leads to memory that resists forgetting considerably.
  • (^) Examples…..fish, dog, ball etc..

MEMORY AS A CONSTRUCTIVE

PROCESS

  • (^) Bartlett contended that memory is an active process and all that we have stored undergoes continuous change and modification.
  • (^) What we memorise is influenced by the meaning we assign to the stimulus material and once it is committed to our memory system, it cannot remain in isolation from other cognitive processes.
  • (^) Bartlett attempted to understand the manner in which content of any specific memory gets affected by a person’s knowledge, goals, motivation, preferences and various other psychological processes.
  • (^) His participants altered the texts to make them more consistent with their knowledge, glossed over the unnecessary details, elaborated the main theme and transformed the material to look more coherent and rational.
  • (^) Schema, which according to him ‘was an active organisation of past reactions and past experiences’.

CAUSES OF FORGETTING A) FORGETTING DUE TO TRACE DECAY

  • (^) Disuse theory
  • (^) Leads to modification in the central nervous system, which is akin to physical changes in the brain called memory traces.
  • (^) Memory traces are not used for a long time- fade away
  • (^) Criticized…. (waking condition) show greater forgetting than those who sleep (sleeping condition).

B) FORGETTING DUE TO INTERFERENCE

  • (^) Involve forming of associations between items
  • (^) Various sets of associations compete with each other for retrieval
  • (^) Proactive Interference- past learning interferes with the recall of later learning.
  • (^) Retroactive Interference- the later learning interferes with the recall of past learning.

ENHANCING MEMORY

  • (^) Mnemonics using Images
  • (^) The Keyword Method- evoke images of keyword and the target word.
  • (^) The Method of Loci- objects arranged in a physical space in the form of visual images.
  • (^) Mnemonics using Organisation
  • (^) Chunking- several smaller units are combined to form large chunks
  • (^) First Letter Technique- first letter of each word you want to remember and arrange them to form another word or a sentence

ENHANCING MEMORY

  • (^) Engage in Deep Level Processing
  • (^) Minimise Interference
  • (^) Give Yourself enough Retrieval Cues
  • (^) Double take
  • (^) PQRST - Preview, Question, Read, Self-recitation, and Test.