Memory and Forgetting
Memory determines how much information students can store and retrieve, and theories of forgetting explain why we forget. REET asks questions from this topic on memory stores, causes of forgetting, and modern theories like cognitive load, all of which are also useful for classroom teaching strategy.
- 1 question in REET 2024
- L1+L2 level
- 8 min read
How REET asks about this topic
The 2024 question was based on Cognitive Load Theory — it asked for the best example of intrinsic cognitive load, and the answer was 'a student struggling to grasp multiple complex, interconnected elements'. This shows REET also brings modern theories of memory and learning capacity into this topic, especially the idea of how the complexity of content itself places a load on memory.
What is Memory
Memory is the mental process through which we encode, store, and retrieve information when needed. According to the Multi-Store Model proposed by Atkinson and Shiffrin (1968), memory works through three main stores.
Information first enters sensory memory, and if we pay attention to it, it moves into short-term memory. Repeating information in short-term memory (maintenance rehearsal) can keep it there a little longer, but to move it permanently into long-term memory, 'elaborative rehearsal' — meaningfully connecting new information to what is already known — is considered the most effective method. This is why information that is understood and connected sticks around far longer than information that is merely memorised by rote.
Long-term memory is further divided into several sub-types — episodic memory (of personal experiences), semantic memory (of general knowledge and facts), and procedural memory (of skills and habits, such as riding a bicycle). In classroom teaching, teachers can strengthen each of these three types of memory using different strategies — episodic memory through stories and experiences, semantic memory through fact repetition and charts, and procedural memory through repeated practice.
The three memory stores (Atkinson-Shiffrin model)
| Store | Capacity | Duration |
|---|---|---|
| Sensory Memory | Very large (all sensory information) | Extremely brief — roughly 0.25 to 2 seconds |
| Short-Term Memory | Limited — roughly 7 ± 2 units (Miller's famous rule) | About 15–30 seconds without rehearsal |
| Long-Term Memory | Unlimited | Permanent — can last a lifetime, encoded in a meaningful (semantic) form |
Major theories of forgetting
| Theory | Core idea |
|---|---|
| Decay Theory | The memory trace weakens and fades on its own over time, especially when not used |
| Interference Theory | New and old information interfere with each other — in proactive interference, old information blocks new learning; in retroactive interference, new information blocks recall of old learning |
| Retrieval Failure | The information remains present in memory, but is not recalled because the right cue is missing — it can be remembered later once a suitable cue is given |
Cognitive Load Theory (Sweller)
- Intrinsic Load
- The load produced by the inherent complexity of the content itself — such as grasping several interconnected complex elements at once; it can be managed to some extent by teaching the topic in small, sequenced parts
- Extraneous Load
- The load produced by poorly designed teaching material or distracting elements (such as unnecessary noise/images), which can be reduced significantly with clear, well-organised material
- Germane Load
- The mental effort directly useful for learning and schema-building (connecting new knowledge to existing knowledge structures) — increasing this should be the goal of effective teaching
Classroom application
| Goal | Classroom strategy |
|---|---|
| Moving information into long-term memory | Elaborative rehearsal — teaching by meaningfully connecting new information to prior knowledge and real-life examples |
| Reducing the load on short-term memory | Presenting information in small, meaningful groups (chunking) |
| Avoiding interference | Giving adequate practice gaps and clear comparisons between similar-looking new and old lessons |
Why it matters for REET
Understanding memory and forgetting directly shapes a teacher's day-to-day teaching strategy — when and how to revise new content (spaced repetition), how to plan revision before exams, and why complex lessons should be broken into smaller parts. REET usually asks about this topic through the stores in the memory model, identifying theories of forgetting, and now, practical examples of modern theories like cognitive load — so example-based understanding matters as much as definitions.
Candidates should also understand that the three theories of forgetting are not rivals but complementary — in any real-life situation, forgetting can happen for several reasons at once (decay, interference, lack of cue) together. When REET asks you to identify the theory that best fits a given example, choose the one that applies most specifically and precisely — for instance, if the example clearly shows a conflict between two similar pieces of information, interference would be the best answer.
Another point worth remembering for REET is the 'serial position effect' — when recalling a list, people tend to remember the first few items (the primacy effect, because they had time to move into long-term memory) and the last few items (the recency effect, because they are still in short-term memory) more easily than items in the middle. This has a direct classroom implication: important instructions or key facts are best placed at the very start or the very end of a lesson, not buried in the middle, since that is where recall is weakest. Combined with spaced repetition — revisiting material at increasing intervals rather than cramming it all at once — this gives teachers two simple, research-backed tools for improving how much students actually retain from a lesson. REET candidates preparing for their own exam can apply the same logic to their revision schedule, reviewing the most important formulas and definitions right before the exam rather than only once, weeks in advance.
Quick revision points
- Proponents of the model
- Atkinson and Shiffrin (1968)
- Three stores
- Sensory, short-term, long-term
- 3 theories of forgetting
- Decay, interference, retrieval failure
- Proponent of cognitive load theory
- John Sweller
Trick to remember the memory stores
'7 ± 2' digits is the capacity of short-term memory — when remembering a mobile number, we often break it into small chunks (chunking); the same strategy also works for teaching complex information in the classroom.
REET 2024 solved question
Question 19
Which example best illustrates intrinsic cognitive load ?
- Aएक कार्य जिसके लिये कई उदाहरणों की आवश्यकता है
- Bएक छात्र जो जटिल तत्वों को पहचानने के लिए संघर्ष कर रहा है
- Cविनाशकारी दृश्यों वाला पाठ
- Dअसंबंधित पृष्ठभूमि शोर को प्रबंधित करना
Explanation
संज्ञानात्मक भार सिद्धान्त (Cognitive Load Theory, स्वेलर) में आंतरिक भार (intrinsic load) विषयवस्तु की अपनी जटिलता — एक साथ संसाधित किए जाने वाले तत्वों की संख्या — से उत्पन्न होता है। जटिल तत्वों को पहचानने में छात्र का संघर्ष इसी का उदाहरण है। ध्यान भटकाने वाले दृश्य या पृष्ठभूमि शोर बाहरी (extraneous) भार के उदाहरण हैं।
Practice questions
Question 1
According to the Atkinson-Shiffrin model, how many memory stores are there?
- A2
- B3
- C4
- D5
Explanation
The Atkinson-Shiffrin model identifies a total of 3 memory stores — sensory, short-term and long-term.
Question 2
What is the typical retention capacity of short-term memory (STM) considered to be?
- A2±1 इकाइयाँ
- B7±2 इकाइयाँ
- Cअसीमित
- D20±5 इकाइयाँ
Explanation
According to Miller's rule, the typical capacity of short-term memory is about 7±2 units.
Question 3
Which of the following is a correct example of proactive interference?
- Aपुराना फोन नंबर याद रहने से नया फोन नंबर याद करने में कठिनाई होना
- Bनया फोन नंबर सीखने से पुराना नंबर भूल जाना
- Cदोनों नंबर तुरंत भूल जाना
- Dकोई भी नंबर याद न रहना
Explanation
In proactive interference, information learned earlier (old) blocks the learning/recall of new information.
Question 4
In cognitive load theory, what is an example of 'extraneous load'?
- Aविषय की स्वाभाविक जटिलता
- Bपाठ में अनावश्यक चित्र या शोर से ध्यान भटकना
- Cसीखने में मानसिक प्रयास लगाना
- Dदीर्घकालिक स्मृति में जानकारी संचित होना
Explanation
Extraneous load arises from poorly designed teaching material or distracting elements, which teachers can reduce.
Question 5
According to the retrieval failure theory, why does forgetting occur?
- Aजानकारी पूरी तरह मिट जाती है
- Bजानकारी मौजूद रहती है पर सही संकेत (cue) न मिलने से याद नहीं आती
- Cनई जानकारी पुरानी को पूरी तरह बदल देती है
- Dमस्तिष्क में जगह की कमी हो जाती है
Explanation
The retrieval failure theory holds that information remains stored in memory but cannot be recalled without the right cue.
Question 6
Instead of making students memorise a long list (such as the names of 12 states) all at once, a teacher divides it into 3-4 smaller groups and teaches it that way. What strategy is this an example of?
- Aव्यतिकरण
- Bचंकिंग (Chunking)
- Cक्षय
- Dपुनः प्राप्ति विफलता
Explanation
Breaking a large list into small, meaningful groups (chunking) makes it easier to remember, given the limited capacity of short-term memory.
Question 7
What are the retention capacity and duration of long-term memory (LTM) considered to be?
- Aसीमित क्षमता, संक्षिप्त अवधि
- Bअसीमित क्षमता, स्थायी/दीर्घ अवधि
- Cशून्य क्षमता
- Dकेवल कुछ सेकंड की अवधि
Explanation
Long-term memory is considered to have unlimited capacity and can remain permanent for a lifetime.
Question 8
Cognitive Load Theory is mainly attributed to whom?
- Aजॉन स्वेलर (John Sweller)
- Bबी.एफ. स्किनर
- Cजीन पियाजे
- Dलेव वाइगोत्स्की
Explanation
Cognitive Load Theory is mainly associated with the work of John Sweller, who distinguished between intrinsic, extraneous, and germane load.
Question 9
A student is struggling to understand a complex mathematical concept because it requires remembering several interconnected steps at once. What type of cognitive load is this an example of?
- Aबाह्य भार
- Bआंतरिक भार
- Cउपयोगी भार
- Dशून्य भार
Explanation
Load arising from the inherent complexity of the content itself is called intrinsic load.
Question 10
What is the main characteristic of sensory memory?
- Aअसीमित अवधि पर सीमित क्षमता
- Bबहुत बड़ी क्षमता पर अत्यंत संक्षिप्त अवधि (लगभग 0.25-2 सेकंड)
- Cशून्य क्षमता
- Dकेवल दृश्य जानकारी के लिए
Explanation
Sensory memory holds a very large amount of sensory information, but only for an extremely short time (about 0.25–2 seconds).
Frequently asked questions
How many stores does memory have?+
According to the Atkinson-Shiffrin model, memory has three stores — sensory, short-term and long-term memory.
What is interference theory?+
It holds that new and old information interfere with each other and cause forgetting — proactive and retroactive interference are its two types.
What is intrinsic cognitive load?+
The mental load produced by the inherent complexity of the content itself, such as having to grasp several interconnected elements at once.
What kind of questions does REET ask on memory and forgetting?+
Usually questions identifying the memory stores, theories of forgetting, and example-based questions on cognitive load concepts.
What is chunking, and how is cognitive load theory useful in teaching?+
Chunking is the strategy of breaking a large amount of information into small, meaningful groups, which makes it easier to remember given the limited capacity of short-term memory (about 7±2 units). It helps a teacher design lessons so that unnecessary (extraneous) load is reduced and students' mental energy stays focused on actual learning (germane load).
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Change Log
- 17 September 2026 — English pilot page published — mirrors the fact-checked Hindi page, independently bilingual-accuracy checked