Educational Psychology: Common Causes of Forgetting —— Teacher Recruitment in Tianjin in 2020

Memory is a psychological process in which past experiences are reflected in the human brain. It can also be said that it is a process in which the human brain remembers, maintains and reproduces experiences. ) All the things that have been perceived in the past, the problems that have been thought about, the emotions that have been experienced and the actions that have been operated can be stored in the brain in the form of images and can be extracted from the brain under certain conditions. This process is memory.

Forgetting refers to something that has been remembered, and it can no longer be recognized or recalled, or it can't be recognized or recalled. Memory and forgetting are unity of opposites and influence each other. The more people remember, the less they forget.

In real life, I always hear people say that I can't remember it after remembering it several times, or I just remember it and forget it. Everyone is also curious about what causes forgetting. Can forgetting be overcome? Actually, in psychology, there are several common reasons for forgetting. Let's take a look:

1. Trace diminishing theory

According to the trace decay theory, forgetting is the result of the gradual decay or even the final disappearance of memory traces without reinforcement. This statement originated from Aristotle and was further developed by Thorndike, represented by Pavlov. At first, Gestalt psychologists put forward the concept of memory trace, that is to say, neural activities in the process of learning will leave various traces in the brain. If you keep practicing after learning, the existing memory traces will be strengthened, otherwise, if you don't practice for a long time after learning, the existing memory traces will decline with time.

2. Interference suppression theory

According to the interference suppression theory, forgetting is due to the interference between memory materials, which produces mutual inhibition and makes it impossible to extract the needed materials. The representatives are Jenkins and Darren Bashi. Interference theory can be explained by proactive inhibition and proactive inhibition. Proactive inhibition is the interference effect of materials learned first on materials learned after memory and recall. Reverse inhibition is the interference of post-learning materials to the retention and recall of pre-learning materials. Generally speaking, in order to obtain the best memory effect, people will choose the morning or evening that is only affected by a single inhibition.

3. Repression theory

According to the theory of depression, forgetting is caused by depression of emotions or motives, unpleasant feelings caused by painful experiences are the power source of depression, and forgetting related events are the process of depression. If this depression is released, the memory can be restored. The representative figure is Freud. Forgetting caused by depression is caused by some kind of motivation, so it is also called motivational forgetting. People suppress the painful experience so that it does not appear in consciousness, which leads to forgetting.

4. Extract failure theory

From the perspective of information processing, forgetting is that it is difficult to extract the required information at the moment. Once you have the right clue, you can extract the needed information after searching, which is the theory of extraction failure. The representative figure is Turwin. This theory holds that information stored in long-term memory will never be lost. The reason why we can't remember some things is because we didn't find suitable extraction clues when extracting relevant information. So when memorizing materials, remember as many other clues as possible, so that it will be easier to extract them when needed.

5. Assimilation theory

Assimilation theory holds that forgetting is actually a process of knowledge organization and simplification of cognitive structure, that is, replacing low-level concepts with high-level concepts and laws, so that low-level concepts are forgotten, thus refining and simplifying knowledge and reducing memory burden, which is a positive forgetting. The representative figure is Ausubel. Ausubel believes that truly meaningful learning is always based on the original learning, and the latter learning is the deepening and expansion of the former learning. Of course, if the original knowledge structure is not consolidated, or there is no distinction between the old and new knowledge, it is possible to replace the new concepts with the same surface but different substance with the original concepts, thus causing memory errors, which becomes a kind of negative forgetting.

Try your hand:

1. Some pupils are learning English letters? t？ When do you often send Chinese Pinyin? t？ Voice, the reason for this interference phenomenon is ().

A. Proactive inhibition B. Backward inhibition

C. Attenuation suppression D. Bidirectional suppression

Xiao Ming was full of confidence before the exam, but he couldn't remember many knowledge points when he saw the questions on the paper. This phenomenon can be explained according to () theory.

A. Trace decay theory B. Interference suppression theory

C. Motivation theory D. Extraction failure theory

Answer:1.a2.d.

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