LECT 5. MEMORY.BEHAVIORAL SCIENCES AND COMMUNICATION SKILLS
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Sep 14, 2025
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About This Presentation
All are about behavioral sciences and communication skills
Slide Content
MEMORY
MRS TAFADZWA
MRS TAFADZWA
UNIT OBJECTIVES
By the end of this unit you should be able
to:Define and Explain memory
1.Outline different types of memory
2.Identify factors that enhance memory
3.Explain the concepts of remembering and
forgetting
By the end of this unit you should be able
to:Define and Explain memory
1.Outline different types of memory
2.Identify factors that enhance memory
3.Explain the concepts of remembering and
forgetting
WHAT MEMORY IS
Memory is the ability to store past experiences
and be able to retrieve them.
These experiences can be information, skills,
events, situations, etc.
Without memory, life and everything would be
new every day and all the time.
Memory is the ability to store past experiences
and be able to retrieve them.
These experiences can be information, skills,
events, situations, etc.
Without memory, life and everything would be
new every day and all the time.
MEMORY cont
Memory may be viewed as a mechanism which
allows one to retain and retrieve information.
According to Sdorow(1993) memory can be
defined as the process by which information is
aquired, stored in the brain and later retrieved.
Atkinson ( et al 2000)believed that memory has 3
stages which are encording, storing and retieving
Memory may be viewed as a mechanism which
allows one to retain and retrieve information.
According to Sdorow(1993) memory can be
defined as the process by which information is
aquired, stored in the brain and later retrieved.
Atkinson ( et al 2000)believed that memory has 3
stages which are encording, storing and retieving
Encoding- This is the act of converting sensory
stimuli into the form that can be easily placed in
memory often using old information to
manipulate data.
Retention- This is the actual storage of
information.
Retrieval- This implies searching and locating
information in the long term memory and
bringing it to the short memory for use
stimuli into the form that can be easily placed in
memory often using old information to
manipulate data.
Retention- This is the actual storage of
information.
Retrieval- This implies searching and locating
information in the long term memory and
bringing it to the short memory for use
Memory and Learning
Memory and learning cannot be separated from
each other, unless past experience can be
remembered it is not possible to conclude that
learning took place.
Memory and learning cannot be separated from
each other, unless past experience can be
remembered it is not possible to conclude that
learning took place.
Psychologists have tried to classify
memory into certain types according to
their nature and purpose served.
According to the stage model, there
three memory systems.
The sensory memory (SM), the short-
term memory (STM), and the long-term
memory (LTM), and each of these
system have different features and
perform different function
memory into certain types according to
their nature and purpose served.
According to the stage model, there
three memory systems.
The sensory memory (SM), the short-
term memory (STM), and the long-term
memory (LTM), and each of these
system have different features and
perform different function
THE SENSORY MEMORY
It is a memory system that registers
information from each of the senses with
reasonable accuracy.
Sensory memories are often referred to as
sensory registers, because sensation from all
senses are registered here as exact replica of
the stimulus.
It is a memory system that registers
information from each of the senses with
reasonable accuracy.
Sensory memories are often referred to as
sensory registers, because sensation from all
senses are registered here as exact replica of
the stimulus.
THE SENSORY MEMORY
The incoming information of anything first
enters the sensory memory.
The SM is the entry area of memory which is
considered as a waiting room of memory
Sensory memory has a large capacity.
However, as Atkinson and Shiffrin proposed, the
materials stored in the SM is only for a brief
period of time.
The incoming information of anything first
enters the sensory memory.
The SM is the entry area of memory which is
considered as a waiting room of memory
Sensory memory has a large capacity.
However, as Atkinson and Shiffrin proposed, the
materials stored in the SM is only for a brief
period of time.
Sensory memory has a few subsystems or sensory
registers.
The visual experiences or images in the sensory
memory are called Iconic Images.
The memory of such images is called Iconic Memory.
Similarly, auditory images in sensory memory are
called Echoic Images and the memory is called
Echoic Memory.
registers.
The visual experiences or images in the sensory
memory are called Iconic Images.
The memory of such images is called Iconic Memory.
Similarly, auditory images in sensory memory are
called Echoic Images and the memory is called
Echoic Memory.
A visual input is held in sensory memory for about 1 to
2 seconds, while an auditory input is held for about 4
to 5 seconds.
About 10 to 15 items of information can be held in
sensory memory before they decay.
Thus, sensory memory can sustain and keep a large
amount of information in tact only for short time.
When any information needs to be stored for long
time, that is to be transferred to short-term memory.
2 seconds, while an auditory input is held for about 4
to 5 seconds.
About 10 to 15 items of information can be held in
sensory memory before they decay.
Thus, sensory memory can sustain and keep a large
amount of information in tact only for short time.
When any information needs to be stored for long
time, that is to be transferred to short-term memory.
SHORT TERM MEMORY
This is also known as the working memory or active
memory.
It is able to store information for about 20 – 30
seconds.
If nothing is done to the information, it may disappear
completely.
The short term memory can keep about 5-9 items at
once.
It is believed to contain contents of our conscious
awareness e.g. what one is actively thinking about.
This is also known as the working memory or active
memory.
It is able to store information for about 20 – 30
seconds.
If nothing is done to the information, it may disappear
completely.
The short term memory can keep about 5-9 items at
once.
It is believed to contain contents of our conscious
awareness e.g. what one is actively thinking about.
LONG TERM MEMORY
Long term memory is a permanent store house of all
information, and it has a vast capacity.
The amount of information stored in LTM enables us to
keep our personality, to get around in the environment
and maintain our lifestyle.
LTM is highly organized and relatively permanent in
storage contain most of the historical experience of a
person.
Long term memory is a permanent store house of all
information, and it has a vast capacity.
The amount of information stored in LTM enables us to
keep our personality, to get around in the environment
and maintain our lifestyle.
LTM is highly organized and relatively permanent in
storage contain most of the historical experience of a
person.
Learning and intelligence are made possible through the
long term memory.
Our experiences are not lost the moment we stop thinking
about because of the long term memory.
The long term memory is limitless.
It is considered to be the human library which can store
countless number of items.
long term memory.
Our experiences are not lost the moment we stop thinking
about because of the long term memory.
The long term memory is limitless.
It is considered to be the human library which can store
countless number of items.
TYPES OF LONG-TERM MEMORY (LTM)
There are different five types of LTM. They are
declarative, semantic, episodic and procedural.
DECLARATIVE MEMORY : this type of memory
contains all information pertaining to facts,
names, dates, rules, concepts, events,
possessions, and so on.
EndelTulving (1972) further classified declaratory
memory into semantic and episodic memory.
There are different five types of LTM. They are
declarative, semantic, episodic and procedural.
DECLARATIVE MEMORY : this type of memory
contains all information pertaining to facts,
names, dates, rules, concepts, events,
possessions, and so on.
EndelTulving (1972) further classified declaratory
memory into semantic and episodic memory.
SEMANTIC MEMORY: it involves the abstract
knowledge and meaning of words, symbols,
ideas and rules.
It is because of sematic memory that we
remember the meaning of hospital, or
remember that December is a calendar month,
pin code of New Delhi, etc. unlike episodic
memory this kind of memory is not dated.
knowledge and meaning of words, symbols,
ideas and rules.
It is because of sematic memory that we
remember the meaning of hospital, or
remember that December is a calendar month,
pin code of New Delhi, etc. unlike episodic
memory this kind of memory is not dated.
EPISODIC MEMORY.
It contains biographical details of our lives.
Memories relating to our personal life experience
constitute the episodic part, for example, the date of
entry into the professional college or the sister’s
wedding day.
Because of this reason its contents are generally
emotional in nature.
Flashbulb memory is also involved with episodic
memory where highly significant and shocking events
are often remembered
It contains biographical details of our lives.
Memories relating to our personal life experience
constitute the episodic part, for example, the date of
entry into the professional college or the sister’s
wedding day.
Because of this reason its contents are generally
emotional in nature.
Flashbulb memory is also involved with episodic
memory where highly significant and shocking events
are often remembered
PROCEDURAL MEMORY:
Procedural memory refers to memories relating to
procedures for accomplishing various tasks and skills,
such as how to rid a motor bike, how to play cricket
or as simple as making a cup of tea.
Facts retained in the declaratory memory are
amenable to verbal descriptions, while contents of
procedural memory cannot be described easily.
Procedural memory refers to memories relating to
procedures for accomplishing various tasks and skills,
such as how to rid a motor bike, how to play cricket
or as simple as making a cup of tea.
Facts retained in the declaratory memory are
amenable to verbal descriptions, while contents of
procedural memory cannot be described easily.
IMPLICIT MEMORY
Recent studies have indicated that many of the
memories remain outside the conscious awareness of
a person.
It is a kind of memory that a person is not aware of.
In other words we are not conscious of the fact that a
record of given experience exists.
Unconscious influence of past experiences on
behaviour and skills.
Recent studies have indicated that many of the
memories remain outside the conscious awareness of
a person.
It is a kind of memory that a person is not aware of.
In other words we are not conscious of the fact that a
record of given experience exists.
Unconscious influence of past experiences on
behaviour and skills.
But when need arises, the element or a part of it
may come to the conscious awareness
automatically.
One example may be typing the letters through the
computer keyboard without seeing the letters or a
musician play the notes of the songs without
looking at the specific keys.
may come to the conscious awareness
automatically.
One example may be typing the letters through the
computer keyboard without seeing the letters or a
musician play the notes of the songs without
looking at the specific keys.
FACTORS INFLUENCING MEMORY
Intelligence: It is general principle that there is a
positive correlation between intelligence and
memory. It has been found that the capacity of
memory is more in high test include memory as one
of the subtests
Motivation of the subject to remember anything,
influences the process of memory “where there is
a will there is a way.”
Interest is the key of attention and attention is
the key of memory.
Intelligence: It is general principle that there is a
positive correlation between intelligence and
memory. It has been found that the capacity of
memory is more in high test include memory as one
of the subtests
Motivation of the subject to remember anything,
influences the process of memory “where there is
a will there is a way.”
Interest is the key of attention and attention is
the key of memory.
AGE
Studies prove that the age ranging between 20 and
30 considered as the peak time for remembering.
After the age of 45, there will be a very slight
decline in the efficiency is assimilation and
retention.
GENDER: Generally , women have more advantage in
remembering verbal materials but other areas like
procedural memory men are better
FACTORS INFLUENCING MEMORY
Studies prove that the age ranging between 20 and
30 considered as the peak time for remembering.
After the age of 45, there will be a very slight
decline in the efficiency is assimilation and
retention.
GENDER: Generally , women have more advantage in
remembering verbal materials but other areas like
procedural memory men are better
FACTORS INFLUENCING MEMORY
FACTORS INFLUENCING MEMORY
PERSON’S GENERAL PHYSICAL AND MENTAL HEALTH
influences the process of memory physical illness and
psychological problems, such as anxiety, depression,
phobia, etc negatively influence in all the stages of
memory.
REST AND SLEEP: Adequate provision for rest and
sleep is necessary for assimilation and retention. A
fresh mind is able to learn more, and retain it a longer
time than a tired and dull one.
PERSON’S GENERAL PHYSICAL AND MENTAL HEALTH
influences the process of memory physical illness and
psychological problems, such as anxiety, depression,
phobia, etc negatively influence in all the stages of
memory.
REST AND SLEEP: Adequate provision for rest and
sleep is necessary for assimilation and retention. A
fresh mind is able to learn more, and retain it a longer
time than a tired and dull one.
FACTORS INFLUENCING MEMORY
REPEATED PRACTICE Repetition of material and
continuous practice helps in effective memorization.
The things repeated and practiced frequently are
remembered for a longer time. No student will forget
the way to his college, even after many years because
of this reason.
INTERVAL: if you give adequate time gap between
learning of two or more subjects, the memory trace
will properly from and which helps in better retention
and recall.
REPEATED PRACTICE Repetition of material and
continuous practice helps in effective memorization.
The things repeated and practiced frequently are
remembered for a longer time. No student will forget
the way to his college, even after many years because
of this reason.
INTERVAL: if you give adequate time gap between
learning of two or more subjects, the memory trace
will properly from and which helps in better retention
and recall.
FACTORS INFLUENCING MEMORY
CONTEXT AND CONTENT The context in which a
person learns or experiences also influence memory
process.
A very attractive and appealing environment helps a
person to remember many things.
A student remembers the experience of his college
tour programme very well than a day’s classroom
experience.
Laboratory studies also proved that if the materials are
arranged in colour background or given in other than
the ordinary pattern it would produce better recalling.
CONTEXT AND CONTENT The context in which a
person learns or experiences also influence memory
process.
A very attractive and appealing environment helps a
person to remember many things.
A student remembers the experience of his college
tour programme very well than a day’s classroom
experience.
Laboratory studies also proved that if the materials are
arranged in colour background or given in other than
the ordinary pattern it would produce better recalling.
FACTORS INFLUENCING MEMORY
MEANINGFUL UNDERSTANDING
All experiences or reading will not help us to remember late.
The materials must be understood thoroughly or at least an idea
should be formed.
A student can read a lesson in Russian language without knowing
the meaning , but after some time, he fails to recall the same,
because of this reason.
Similarly, a person can watch the step of mathematical problem
while someone else is doing.
But if the observer does not know the idea behind the procedure
of the solution he cannot reproduce it again.
MEANINGFUL UNDERSTANDING
All experiences or reading will not help us to remember late.
The materials must be understood thoroughly or at least an idea
should be formed.
A student can read a lesson in Russian language without knowing
the meaning , but after some time, he fails to recall the same,
because of this reason.
Similarly, a person can watch the step of mathematical problem
while someone else is doing.
But if the observer does not know the idea behind the procedure
of the solution he cannot reproduce it again.
WAYS OF IMPROVING THE LONG TERM MEMORY
Chunking: This involves breaking information into smaller
manageable units. Groups of letters are seen as words,
groups of words as phrases and series of phrases as
sentences.
Rehearsals: This involves repeating information over and
over for a period of time.
Use of pneumonic devices: These are codes that can be
easily understood by an individual
Chunking: This involves breaking information into smaller
manageable units. Groups of letters are seen as words,
groups of words as phrases and series of phrases as
sentences.
Rehearsals: This involves repeating information over and
over for a period of time.
Use of pneumonic devices: These are codes that can be
easily understood by an individual
WAYS OF IMPROVING THE LONG TERM MEMORY
Method of Loci: It involves associating of items to be
remembered with a series of places that are firmly
fixed in memory.
It is environmental or situational type of memory.
Organization: When information being received is
orderly and in sequence, it is easier to be
remembered.
Method of Loci: It involves associating of items to be
remembered with a series of places that are firmly
fixed in memory.
It is environmental or situational type of memory.
Organization: When information being received is
orderly and in sequence, it is easier to be
remembered.
WAYS OF IMPROVING THE LONG TERM MEMORY
Clarity of stimuli: The information being received
must be very clear in order to be easily
remembered.
Forming list: What needs to be remembered can be
written on a list. This can be checked from time to
time
Dramatization/role playing: Role plays facilitate
memory because the information being
communicated becomes interesting.
Clarity of stimuli: The information being received
must be very clear in order to be easily
remembered.
Forming list: What needs to be remembered can be
written on a list. This can be checked from time to
time
Dramatization/role playing: Role plays facilitate
memory because the information being
communicated becomes interesting.
HOW WE RETRIEVE INFORMATION
RECOGNITION
People decide whether they have ever encountered a
particular stimulus before. This process is known as
matching because an individual tries to match the
experience or situation being faced with what is
already in memory.
RECOGNITION
People decide whether they have ever encountered a
particular stimulus before. This process is known as
matching because an individual tries to match the
experience or situation being faced with what is
already in memory.
HOW WE RETRIEVE INFORMATION
RECALL
This entails the retrieval of specific pieces of information
It's the act of bringing stored memories or knowledge into
conscious awareness there are 2 ways of recalling
Free recall: Recalling information without cues or prompts
Cued recall: Recalling information with the help of cues or
prompts
We all have faced a frustrating experience of knowing that
something is stored somewhere in our memory but we are
unable to locate it quickly.
We feel the answer is about to emerge but somehow we cannot
just get it.
This experience is known as the tip of the tongue phenomena.
RECALL
This entails the retrieval of specific pieces of information
It's the act of bringing stored memories or knowledge into
conscious awareness there are 2 ways of recalling
Free recall: Recalling information without cues or prompts
Cued recall: Recalling information with the help of cues or
prompts
We all have faced a frustrating experience of knowing that
something is stored somewhere in our memory but we are
unable to locate it quickly.
We feel the answer is about to emerge but somehow we cannot
just get it.
This experience is known as the tip of the tongue phenomena.
REMEMBERING: is the ability to recall past
experiences.
FORGETTING: is the exact opposite of remembering
and can be defined as failure or inability to retrieve
past experiences or information.
Lack of interest the major cause of forgetting.
REMEMBERING AND FORGETTING
experiences.
FORGETTING: is the exact opposite of remembering
and can be defined as failure or inability to retrieve
past experiences or information.
Lack of interest the major cause of forgetting.
REMEMBERING AND FORGETTING
1. DECAY OF MEMORY TRACES
This theory states that memories simply fade
away or decay with the passing of time if not
renewed through periodic use.
It simply looks at how we forget through disuse
of information which we have acquired.
THEORIES OF FORGETTING
This theory states that memories simply fade
away or decay with the passing of time if not
renewed through periodic use.
It simply looks at how we forget through disuse
of information which we have acquired.
THEORIES OF FORGETTING
THEORIES OF FORGETTING
2. INTERFERENCE THEORY
The theory states that new information might
interfere with retrieval of old information.
There is also a possibility of old information
interfering with the retrieval of newly acquired
information.
2. INTERFERENCE THEORY
The theory states that new information might
interfere with retrieval of old information.
There is also a possibility of old information
interfering with the retrieval of newly acquired
information.
THEORIES OF FORGETTING
3. MOTIVATED FORGETTING
This is also known as repression.
Sometimes we forget because we want to.
According to the psycho analytic theory, people
often push unacceptable and anxiety provoking
thoughts into the unconscious so as to avoid
confronting them.
3. MOTIVATED FORGETTING
This is also known as repression.
Sometimes we forget because we want to.
According to the psycho analytic theory, people
often push unacceptable and anxiety provoking
thoughts into the unconscious so as to avoid
confronting them.
Memory disorders
Memory disorders refer to conditions that affect the
ability to store, retain, or retrieve memories. Some
common memory disorders include:
Amnesia: Difficulty forming new memories (anterograde
amnesia) or recalling past memories (retrograde amnesia).
Alzheimer's disease: A degenerative condition causing
progressive memory loss and cognitive decline.
Memory disorders refer to conditions that affect the
ability to store, retain, or retrieve memories. Some
common memory disorders include:
Amnesia: Difficulty forming new memories (anterograde
amnesia) or recalling past memories (retrograde amnesia).
Alzheimer's disease: A degenerative condition causing
progressive memory loss and cognitive decline.
MEMORY DISODERS
Dementia: A broad term for conditions like
Alzheimer's, vascular dementia, and others,
characterized by memory loss and cognitive
impairment.
Dissociative amnesia: Forgetting personal information,
often due to trauma or stress.
Transient global amnesia: Temporary memory loss,
usually due to a temporary lack of blood flow to the
brain
Dementia: A broad term for conditions like
Alzheimer's, vascular dementia, and others,
characterized by memory loss and cognitive
impairment.
Dissociative amnesia: Forgetting personal information,
often due to trauma or stress.
Transient global amnesia: Temporary memory loss,
usually due to a temporary lack of blood flow to the
brain
MEMORY DISORDERS
Korsakoff syndrome: Memory loss and confusion, often
caused by alcohol abuse or vitamin B1 deficiency.
Aging-related memory loss: Normal age-related decline
in memory performance
Korsakoff syndrome: Memory loss and confusion, often
caused by alcohol abuse or vitamin B1 deficiency.
Aging-related memory loss: Normal age-related decline
in memory performance
THE END
THANK YOU FOR LISTENING
THANK YOU FOR LISTENING
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