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Human Memory Class 11 Psychology

Nature of memory

  • The ability to draw on past experiences for present use is what defines memory.Human Memory Class 11 Psychology
  • Memory can be broken down into three stages:
    • Encoding, which is the initial registration and processing of incoming information
    • Storage, during which the encoded information is retained for later use
    • Retrieval, where the stored information is accessed when needed.

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The Stage Model

Human Memory Class 11 Psychology

The model of memory proposed by Atkinson and Shiffrin is commonly referred to as the stage model. 

Memory Systems: Sensory, Short-Term and Long-Term Memories

According to the Stage Model, there are three memory systems: the Sensory Memory, the Short-term Memory, and the Long-term Memory.

Sensory Memory

  • The incoming information first enters the sensory memory.
  • Sensory memory has a large capacity but is very brief, lasting less than a second.
  • Information from all senses is registered here as an exact replica of the stimulus.

Short-term Memory

  • Information that is attended to enters the short-term memory (STM), holding small amounts for a brief period, typically 30 seconds or less.
  • Information in STM is primarily encoded acoustically and may be lost if not rehearsed continuously.

Long-term Memory

  • Materials that survive STM limitations enter long-term memory (LTM), which has a vast capacity and stores information semantically.
  • Information in LTM is never forgotten but may be challenging to retrieve, leading to what is perceived as forgetfulness.
  • Information travels from sensory memory to STM through selective attention and maintenance rehearsal. Chunking and elaborative rehearsals help information move from STM to LTM.
  • Experiments testing the stage model of memory have shown mixed results regarding the distinction between STM and LTM.

Levels of Processing

In 1972, Craik and Lockhart proposed the levels of processing view, suggesting that how new information is perceived, analyzed, and understood determines how well it will be retained. Although the theory has evolved, its core idea remains the same.

Multiple Levels of Analysis

  • Information can be processed at different levels, from shallow to deep.
  • Shallow Processing: Involves analyzing physical or structural features of the information.
  • Example: Focusing on the shape of letters in the word "cat," regardless of whether it is written in capital or small letters, or the color of the ink.
  • Intermediate Level: Involves phonetic processing, where the focus is on the sounds associated with the letters.
  • Example: Recognizing "cat" as a word with three specific letters and their associated sounds.
  • Deep Processing: Involves semantic processing, where the meaning of the information is analyzed and understood.
  • Example: Thinking of a cat as an animal with fur, four legs, a tail, and as a mammal. Imagining a cat and connecting that image to personal experiences.

Memory Retention

  • Shallow and Intermediate Processing:
    • Memory produced at these levels is fragile and likely to decay quickly.
  • Deep Processing:
    • Information processed at the semantic level is retained for a longer period.
    • Deep processing leads to memory that resists forgetting.

Implications for Learning

  • Focus on Meaning:
    • Understanding information in terms of its meaning enhances long-term retention.
    • Rote memorization leads to shallow processing and is less effective for long-term memory.
  • Elaborate the Meaning:
    • When learning new material, focus on elaborating the meaning of its contents.
    • Relate new information to other facts, concepts, and personal life experiences.

Types of Long Term Memory

  • Declarative Memory pertains to information about facts, names, dates, etc. For instance, knowing that a car has four wheels or that Valentine's Day falls on the 14th of February are examples of declarative memories. Such memories can be described verbally.
  • Procedural Memory refers to memories related to procedures for performing various tasks, such as driving a car or baking a cake. The contents of procedural memory are more practical and application-based, and thus, are not easily described.

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Declarative Memory


Declarative Memory can be divided into two categories: Episodic Memory and Semantic Memory. Let's examine each one in detail:

Episodic Memory


Episodic Memory consists of personal life events and experiences. These memories are emotional in nature and relate to the biographical details of our lives. For instance, celebrating the first marriage anniversary or a birthday party with friends.

Semantic Memory


Semantic Memory encompasses general knowledge and awareness. It includes concepts, ideas, and rules of logic. Examples of semantic memory include knowing that 7 multiplied by 8 equals 56 or that the STD code for New Delhi is 011.

Nature and Causes of Forgetting


 Forgetting occurs when we are unable to retrieve information from our long-term memory, and the reasons for forgetting are explained below:

  • Information that we have stored in our long-term memory is lost somehow.
  • The information that needs to be learned was not memorized sufficiently.
  • Incorrect encoding of the information.

Key Theories of Forgetting:

Ebbinghaus's Experiments:

  • Hermann Ebbinghaus conducted the first systematic studies on forgetting by memorizing lists of nonsense syllables (e.g., CVC trigrams like NOK or SEP).
  • He measured how many trials it took to relearn the same list after varying time intervals.
  • Forgetting Curve: Ebbinghaus observed that the rate of forgetting is highest in the first nine hours, especially within the first hour. After that, the rate slows down and stabilizes, as depicted in the Forgetting Curve.

Trace Decay Theory:

  • Also known as the disuse theory, it suggests that memories form physical changes in the brain called memory traces.
  • When these traces are not used over time, they decay and become inaccessible.
  • Criticism: Experiments showed that people who remain awake after learning forget more than those who sleep, contradicting the trace decay theory.

Interference Theory:

  • This theory posits that forgetting occurs because different pieces of information in the memory interfere with each other during recall.
    Types of Interference:
  • Proactive Interference: Earlier learning interferes with new learning (e.g., knowing English makes it hard to learn French).
  • Retroactive Interference: New learning interferes with recalling previous information (e.g., learning French makes it hard to recall English words).
    Example Experiment: Asking someone to learn two lists of nonsense syllables (A and B) and then recall list A. If list B items are recalled instead of list A, it demonstrates interference.

Retrieval Failure Theory:

  • Proposed by Tulving and associates, this theory suggests that forgetting occurs due to the absence or inappropriateness of retrieval cues during recall.
  • Retrieval Cues: These are aids that help recover stored information.
  • Example: Memorizing a list of words from different categories. If you struggle to recall them later, providing the category names can act as effective retrieval cues, significantly improving recall.

Repressed Memories:

  • Sigmund Freud suggested that traumatic experiences can be repressed into the unconscious, making them inaccessible to conscious recall.
  • Psychological Amnesia: Severe stress or trauma can lead to a fugue state, where a person assumes a new identity and forgets their previous life.
  • Stress-Induced Forgetting: High stress and anxiety, such as during exams, can cause temporary forgetfulness.

Enhancing Memory 


There are several methods available to improve memory. Below are some techniques that can enhance memory:

  • Mnemonics using images: To remember information, create vivid and interactive images of the material. Human Memory Class 11 PsychologyThere are two types of techniques in this category:
  • Keyword Method: This method identifies an English word that sounds similar to a foreign language word, which becomes the keyword. It is an easier method than rote learning.
  • Method of Loci: This method helps in learning things in a specific order by visualizing familiar places or objects and associating them with the material to be remembered.
  • Mnemonics using organization: This category refers to imposing a particular order on the material to be remembered. The techniques under this category are:
    • Chunking: This method involves combining smaller units to form larger chunks using organizational principles.
    • First Letter Technique: This method involves picking the first letter of each word to be remembered and arranging them logically to form another word or sentence.
    • Deep Level Processing: Processing information in terms of meaning leads to better memory. This method involves asking several questions related to the information.
    • Retrieval Cues: Providing oneself with sufficient retrieval cues makes it easier to remember information by linking it to the retrieval cues.
The document Human Memory Class 11 Psychology is a part of the Humanities/Arts Course Psychology Class 11.
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FAQs on Human Memory Class 11 Psychology

1. What is the Stage Model of memory?
Ans. The Stage Model of memory suggests that information flows through three stages of memory: sensory memory, short-term memory, and long-term memory.
2. What are the different memory systems discussed in the article?
Ans. The article discusses three main memory systems: sensory memory, short-term memory, and long-term memory.
3. What are the types of Long Term Memory mentioned in the article?
Ans. The article mentions different types of Long Term Memory, such as episodic memory, semantic memory, and procedural memory.
4. How can memory be enhanced according to the article?
Ans. The article suggests enhancing memory through techniques such as rehearsal, organization, and elaboration of information.
5. What are some common causes of forgetting as discussed in the article?
Ans. The article mentions factors such as interference, retrieval failure, and decay as common causes of forgetting.
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