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Forgetting

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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: Oct 16, 2025

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice

Published on: March 4, 2014

Degree of learning and linear forgetting.

Jerry S Fisher¹, Gabriel A Radvansky¹

¹Department of Psychology, University of Notre Dame, Notre Dame, IN, USA.

Quarterly Journal of Experimental Psychology (2006)

|October 18, 2021

Summary

This summary is machine-generated.

Greater learning of material increases the likelihood of observing linear forgetting, supporting the retention accuracy from fragmented traces (RAFT) model. This suggests learning mechanisms influence memory decay patterns.

Keywords:

Memory retention RAFT

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Area of Science:

Cognitive Psychology
Neuroscience
Memory Research

Background:

Memory retention and forgetting are fundamental cognitive processes.
Forgetting often appears to follow a linear pattern, but the factors influencing this are debated.
The retention accuracy from fragmented traces (RAFT) model proposes learning degree impacts forgetting patterns.

Purpose of the Study:

To investigate if the degree of learning influences the linearity of memory retention and forgetting.
To test predictions of the RAFT model regarding learning and linear forgetting.
To provide empirical evidence for mechanisms underlying linear forgetting.

Main Methods:

Three experiments were conducted, manipulating learning levels and testing recall.
Experiment 1 involved learning to different levels with cued recall.
Experiments 2 and 3 examined forgetting without cued recall and with retrieval practice, respectively. Data re-analyses were also performed.

Main Results:

Increased learning, particularly with cued recall, led to the observation of linear forgetting.
Linear forgetting was not observed when learning did not involve cued recall.
Engaging in retrieval practice also promoted more linear forgetting patterns.

Conclusions:

The findings support the RAFT model's predictions.
Greater learning enhances the likelihood of observing linear forgetting.
Mechanisms related to learning and retrieval practice appear to contribute to linear forgetting patterns.