Human Memory | Class 11 Psychology Notes
By ConceptScroll Team · Published on 17 July 2026 · 5 min read
Human Memory – this guide gives you a concise, exam-ready overview of Human Memory from Class 11 Psychology, written by ConceptScroll editors and reviewed against the latest NCERT textbook.
Forgetting due to Trace Decay, Interference and Retrieval Failure
Forgetting can arise from three main causes: trace decay, interference, and retrieval failure. Trace decay theory suggests that physical memory traces in the brain fade over time if not used, leading to forgetting. However, this theory is challenged by evidence showing that sleep after learning reduces forgetting, contrary to the theory's predictions. Interference theory posits that forgetting occurs due to competition between different memories during retrieval. There are two types of interference: proactive interference, where old memories interfere with new learning, and retroactive interference, where new learning interferes with recall of old memories. Experimental designs demonstrate these effects by comparing recall performance between groups exposed to interfering material and control groups. Retrieval failure occurs when stored information is inaccessible due to absence or inappropriateness of retrieval cues. Tulving's research shows that providing category names or contextual cues during recall significantly improves retrieval, indicating that forgetting may be due to lack of effective cues rather than loss of memory. Thus, forgetting is a multifaceted phenomenon involving decay, interference, and retrieval difficulties.
📊 Diagram: Table on page 10 (6×2): Experimental Designs for Retroactive and Proactive Interference
🔗 Connection: This section connects to the discussion on repressed memories and strategies to enhance memory.
Table on page 10 (7×4)
| Table 6.1 Experimental Designs for Retroactive and Proactive Interference | |||
|---|---|---|---|
| Retroactive Interference | Phase 1 | Phase 2 | Testing Phase |
| Experimental participant/group | Learns A | Learns B | Recalls A |
| Control participant/group | Learns A | Rests | Recalls A |
| Proactive Interference | |||
| Experimental participant/group | Learns A | Learns B | Recalls B |
| Control participant/group | Rests | Learns B | Recalls B |
Table on page 5 (6×2)
| List | Digits |
|---|---|
| 1 (6 digits) | 2-6-3-8-3-4 |
| 2 (7 digits) | 7-4-8-2-4-1-2 |
| 3 (8 digits) | 4-3-7-2-9-0-3-6 |
| 4 (10 digits) | 9-2-4-1-7-8-2-6-5-3 |
| 5 (12 digits) | 8-2-5-4-7-4-7-7-3-9-1-6 |
Table on page 12 (5×3)
| Goat | Sheep | Leopard |
|---|---|---|
| Jackal | Monkey | Camel |
| Mule | Deer | Squirrel |
| Horse | Cheetah | Wolf |
| Snake | Rabbit | Parrot |
Table on page 12 (5×3)
| Pig | Elephant | Donkey |
|---|---|---|
| Pigeon | Cobra | Tiger |
| Mynah | Lion | Calf |
| Bears | Fox | Crow |
| Buffalo | Mouse |
Frequently asked questions
I. Try to remember the following list of digits (individual digits) 19254981121 Now try to memorise them in the following groups: 19254981121 Finally memorise them in the following manner: 1² 3² 5² 7² 9² 11² What difference do you observe? II. Read out the lists given below in a row at the speed of one digit per second to your friend and ask her/him to repeat all the digits in the same order: | List | Digits | | --- | --- | | 1 (6 digits) | 2-6-3-8-3-4 | | 2 (7 digits) | 7-4-8-2-4-1-2 | | 3 (8 digits) | 4-3-7-2-9-0-3-6 | | 4 (10 digits) | 9-2-4-1-7-8-2-6-5-3 | | 5 (12 digits) | 8-2-5-4-7-4-7-7-3-9-1-6 | Remember that your friend will recall the digits as soon as you finish the list. Note how many digits are recalled. The memory score of your friend will be the number of digits correctly recalled by her/him. Discuss your findings with your classmates and teacher.
Part I: When you try to remember the digits as individual digits (19254981121), it is difficult to recall all digits correctly because the number of digits exceeds the typical STM capacity (7 ± 2). When you try to memorize them in groups (chunking), it becomes easier to remember because chunking reduces the number of units to be remembered. Finally, when you memorize them as squares of odd numbers (1² 3² 5² 7² 9² 11²), it becomes even easier because you are associating the digits with meaningful
1. What is the meaning of the terms 'encoding', 'storage' and 'retrieval'?
Encoding is the process of converting sensory input into a form that can be stored in memory. Storage refers to maintaining the encoded information over time. Retrieval is the process of accessing and bringing stored information into conscious awareness when needed.
2. How is information processed through sensory, short-term and long-term memory systems?
Information first enters sensory memory where it is briefly held in its raw sensory form. If attended to, it moves into short-term memory (STM), where it is held temporarily and can be manipulated. Through rehearsal and encoding, information can be transferred to long-term memory (LTM), where it is stored more permanently and can be retrieved later.
3. How are maintenance rehearsals different from elaborative rehearsals?
Maintenance rehearsal involves simple, repetitive review of information to keep it in short-term memory. Elaborative rehearsal involves linking new information with existing knowledge, creating meaningful associations to facilitate transfer to long-term memory.
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Clear NCERT-aligned notes on अभिप्रेरणा एवं संवेग for Class 11 Psychology.