Memory Retrieval
Likewise, the information stored in the LTM can carry the same risk if it is not utilized frequently, becoming weaker over the time provoking a failure of memory retrieval. Regardless of whether we have been able to encode and store our memories correctly, our brain may fail to retrieve it. One of the reasons why this happens is cue-dependent forgetting, which means that we do not have enough connectors or clues to help us identify information stored in our memory. Additionally, we have what is called state-dependent learning, where the only way to remember something that happened under the influence of one's physical state is to return to the same physical state. As an illustration, there are psychologists and psychiatrists that employ hypnosis when people cannot remember an event in their lives to bring them back to that emotional state of mind helping them to recapture what happened. Interference is another regular problem in information retribution and perhaps one of the major causes. What happens here is that the new data received interferes with the retrieval of the
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information that was previously stored, making it harder to remember earliest events. There are two types of interference, the retroactive, where the new knowledge interferes with the ability to return information from the past, and the second is proactive interference, which works the reverse of retroactive, early memories interfere with the retribution of newer memories. Another cause of memory retrieval failure is the transfer of information, it can be either positive or negative transfer. The positive transfer happens when you apply the skills learned in a preceding task to perform or learn a new activity. As it is to be expected, negative transference works oppositely, and it is when the impulse of a task learned in the past interfere negatively with the accomplishment or learning of a new activity. Finally, the repression of memory occurs when we unconsciously eliminate from our minds unpleasant events or memories of the past as a mechanism of protection, and the suppression of information where the destruction of the same memories that disturb our minds voluntary is voluntary.
Although there is not yet a definitive cure for memory loss regarding storage, there are several strategies that we can implement to benefit the coding and retrieval processes and thus facilitate remembering.
First, to avoid poor coding is recommended the frequent employ of the elaborative processing. Equally important is, while we are receiving information or learning something, to take the time to internalize, analyze, and establish connections between the new and established knowledge to help us comprehend it better and to access it quickly later. Appropriate selection of information is another good strategy, keeping only the useful and relevant and discarding what does not bring great utility. Additionally, organizing the information into categories, as well as to plan small breaks in the middle of a long study session are of great advantages, that way our brain does not rapidly
overwhelm.
To improve memory retrieval process, recitation, feedback, and review, of the information while studding, forces the mind to recover information. When making frequent pauses to analyze the content of what we are learning is enormously useful at this stage, as well as listening to ourselves repeating what we have read. We have the opportunity not only to realize if we are missing something to learn but also improve it. But practicing the mind alone is not enough, to improve learning, sleep well and proper nutrition helps to absorb information better and be ready to learn.
In short, for memory to function properly, it must be able to receive, encode, store, and retrieve information correctly through each of its three stages, sensory memory, short-term memory, and long-term memory. When one of these activities fails, there is an inadequate functioning of memory, preventing both the learning of new knowledge and the recovery of the old ones. By knowing how memory works and the possible problems that can lead to the incapacity to remember, we can draw strategies to collaborate in the absorption and reward of knowledge with greater ease.
information that was previously stored, making it harder to remember earliest events. There are two types of interference, the retroactive, where the new knowledge interferes with the ability to return information from the past, and the second is proactive interference, which works the reverse of retroactive, early memories interfere with the retribution of newer memories. Another cause of memory retrieval failure is the transfer of information, it can be either positive or negative transfer. The positive transfer happens when you apply the skills learned in a preceding task to perform or learn a new activity. As it is to be expected, negative transference works oppositely, and it is when the impulse of a task learned in the past interfere negatively with the accomplishment or learning of a new activity. Finally, the repression of memory occurs when we unconsciously eliminate from our minds unpleasant events or memories of the past as a mechanism of protection, and the suppression of information where the destruction of the same memories that disturb our minds voluntary is voluntary.
Although there is not yet a definitive cure for memory loss regarding storage, there are several strategies that we can implement to benefit the coding and retrieval processes and thus facilitate remembering.
First, to avoid poor coding is recommended the frequent employ of the elaborative processing. Equally important is, while we are receiving information or learning something, to take the time to internalize, analyze, and establish connections between the new and established knowledge to help us comprehend it better and to access it quickly later. Appropriate selection of information is another good strategy, keeping only the useful and relevant and discarding what does not bring great utility. Additionally, organizing the information into categories, as well as to plan small breaks in the middle of a long study session are of great advantages, that way our brain does not rapidly
overwhelm.
To improve memory retrieval process, recitation, feedback, and review, of the information while studding, forces the mind to recover information. When making frequent pauses to analyze the content of what we are learning is enormously useful at this stage, as well as listening to ourselves repeating what we have read. We have the opportunity not only to realize if we are missing something to learn but also improve it. But practicing the mind alone is not enough, to improve learning, sleep well and proper nutrition helps to absorb information better and be ready to learn.
In short, for memory to function properly, it must be able to receive, encode, store, and retrieve information correctly through each of its three stages, sensory memory, short-term memory, and long-term memory. When one of these activities fails, there is an inadequate functioning of memory, preventing both the learning of new knowledge and the recovery of the old ones. By knowing how memory works and the possible problems that can lead to the incapacity to remember, we can draw strategies to collaborate in the absorption and reward of knowledge with greater ease.