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Forgetting is an intrinsic aspect of human memory, characterized by the gradual loss or inaccessibility of information over time. Hermann Ebbinghaus, a pioneering psychologist, extensively studied this phenomenon and formulated the forgetting curve. This curve illustrates that memory loss occurs rapidly immediately after learning and then decelerates over time. Several mechanisms contribute to forgetting, including encoding failure, storage decay, retrieval failure, and interference.
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Related Experiment Video

Updated: Apr 26, 2026

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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How quickly they forget: the relationship between forgetting and working memory performance.

Donna M Bayliss1, Christopher Jarrold1

  • 1Neurocognitive Development Unit, School of Psychology.

Journal of Experimental Psychology. Learning, Memory, and Cognition
|August 5, 2014
PubMed
Summary
This summary is machine-generated.

Children's working memory is significantly impacted by how quickly they forget information. This rate of forgetting, a non-executive function, uniquely affects working memory capacity beyond other cognitive skills.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Working memory is crucial for cognitive tasks in children.
  • Previous research has focused on processing efficiency and storage capacity.
  • The role of forgetting rate in working memory variation is less understood.

Purpose of the Study:

  • To investigate the contribution of individual differences in forgetting rate to working memory performance in children.
  • To differentiate between executive and non-executive factors influencing forgetting.

Main Methods:

  • 112 children (mean age 9 years 4 months) participated.
  • Measures included two forgetting tasks, working memory capacity, processing efficiency, and short-term storage.
  • Statistical analyses examined unique variance explained by forgetting rate.

Main Results:

  • Individual differences in forgetting rate explained unique variance in working memory performance.
  • This effect was independent of processing efficiency and storage ability.
  • Forgetting variation aligned more with a non-executive parameter than resistance to interference.

Conclusions:

  • The rate of information loss from memory is a key constraint on children's working memory.
  • Current working memory models may need to incorporate forgetting rate as a distinct factor.
  • Understanding individual forgetting rates can inform interventions for working memory deficits.