E32/4814/2023

WALDENS AWUOR OYUGI

CPY 3202

INTRODUCTION

Forgetting is the apparent loss or modification of information already encoded and stored in an
individuals short or long term memory.This essay explores the major reasons why learners
forget,nature of memory,interference,poor encoding among others.The following are reasons
why learners forget;

1. Lack of Reinforcement and Practice

One of the primary reasons learners forget is the absence of regular practice and reinforcement.
Learning is not a one-time event but a process that requires repeated exposure and application.
When learners are not given the opportunity to revisit and apply knowledge, the information
gradually fades from memory. This is consistent with the Ebbinghaus Forgetting Curve, which
illustrates how memory retention declines sharply after learning unless information is actively
reviewed.

For example, a student who learns a mathematical formula but does not use it regularly will
likely forget it within weeks. Practice reinforces neural pathways, helping to convert short-term
memory into long-term memory. Without reinforcement, these pathways weaken, making
retrieval difficult.

2. Ineffective Encoding of Information

Encoding refers to the process of converting information into a form that can be stored in
memory. If this process is flawed, the learner may struggle to retain the material. Ineffective
encoding can result from a lack of attention, insufficient comprehension, or shallow processing.

Students who are distracted or mentally fatigued during a lesson are less likely to encode
information effectively. Similarly, if the learner does not understand the material fully or engages
with it superficially (e.g., rote memorization without context), the encoding process is weak. As a
result, retrieval becomes difficult because the brain never properly stored the information in the
first place.
3. Interference from New Learning
Interference theory suggests that learning new information can disrupt the recall of previously
learned material. There are two types of interference:

● Proactive interference occurs when older information hinders the learning of new
material.

● Retroactive interference happens when new learning interferes with the recall of
previously learned information.

In academic settings, students often take multiple subjects simultaneously. If two subjects are
conceptually similar (e.g., Spanish and Italian), learning new content can interfere with what was
previously learned. This cognitive overlap creates confusion and impedes recall, leading to
forgetting.

4. Emotional Factors and Stress

Emotional states play a critical role in memory formation and retrieval. High levels of stress,
anxiety, or negative emotions can disrupt the learning process. Stress impairs the functioning of
the hippocampus, a brain region essential for memory consolidation. This is particularly
common during exams or high-pressure situations when learners struggle to recall information
they previously knew.

Conversely, positive emotions and motivation enhance learning. When learners are emotionally
engaged and find the content meaningful, they are more likely to retain information. Thus, a lack
of emotional connection or excessive stress can significantly contribute to forgetting.

5. Lack of Meaning or Relevance

Learners tend to forget information that lacks personal significance or real-world application. If
the material seems irrelevant, learners are less motivated to engage with it deeply. This leads to
surface-level processing and weak memory traces.

For instance, students may memorize historical dates or scientific terms for an exam, but if they
do not see the relevance of these facts to their lives or future careers, the information is quickly
forgotten. Making learning meaningful through real-life applications, storytelling, or connections
to prior knowledge enhances retention.
6. Poor Learning Strategies
The strategies learners use to study and retain information can greatly influence memory. Poor
habits, such as cramming, passive reading, or multitasking while studying, contribute to
forgetting. These methods do not promote deep cognitive engagement, which is essential for
long-term retention.

Effective learning strategies include:

● Spaced repetition (reviewing material over increasing intervals)

● Active recall (testing oneself rather than re-reading)

● Elaboration (explaining concepts in one's own words)

● Mnemonics and visualization

When learners are unaware of or fail to use these strategies, forgetting is more likely to occur.

7. Time Decay (Decay Theory)

According to the decay theory, memories fade over time if they are not accessed or rehearsed.
This theory suggests that the mere passage of time contributes to forgetting, especially when
information is not revisited.

For example, a learner who studies a foreign language but does not use it for several years may
find that their vocabulary and fluency have deteriorated. While some memories can persist for
years, those that are not periodically activated tend to weaken.

8. Cognitive Overload
When learners are presented with too much information at once, they may experience cognitive
overload, which hampers memory formation. The brain has a limited capacity to process and
store new information at any given time. Overloading the working memory makes it difficult for
learners to focus, process, and transfer information to long-term memory.

This is particularly problematic in fast-paced lectures or dense textbooks where learners cannot
pause to process content. Cognitive overload often leads to fragmented understanding and,
ultimately, forgetting.
9. Inadequate Retrieval Cues
Even when information is stored in memory, learners may struggle to recall it due to a lack of
appropriate retrieval cues. Memories are often linked to specific contexts, environments, or
mental states. If the retrieval conditions differ significantly from the learning environment, access
to stored information becomes more difficult.

For example, students who learn in a quiet classroom may struggle to recall information in a
noisy exam hall. Using varied contexts during learning, such as practicing under different
conditions or applying knowledge in diverse situations, can improve retrieval.

10. Neurological and Developmental Factors

Age, brain development, and certain neurological

conditions can also affect memory. Children and
older adults may forget more easily due to
underdeveloped or declining cognitive systems.
Additionally, individuals with learning disabilities
such as ADHD or dyslexia may experience memory
challenges due to difficulties in attention, processing
speed, or executive functioning.
Medical conditions like Alzheimer’s disease, brain injury, or sleep deprivation also impair
memory processes. While these are less common in typical educational settings, they are
important considerations in understanding individual learning differences.

Conclusion
By understanding the underlying causes of forgetting, educators and learners can adopt more
effective approaches to ensure long-term retention and academic success.