Question Answer:

1. What is Memory?

Ans: Memory is the mental process through which a person acquires, store, retain, and recalls information, knowledge, or experience whenever they needed. It enables us to learn from our experiences, remember past events, and use that knowledge in daily life. Memory is an essential function of the mind and plays a vital role in learning and education.

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2. Discuss the characteristics of memory.

Ans: The characteristics of memory is discussed below:

(i) Memory Begins with Sensory Experience:

Memory starts when information is received through the five senses- sight, hearing, touch, taste, and smell. Without sensory input, memory cannot be formed.

(ii) Power of Retention:

A major characteristic of memory is its ability to retain or store learned information. Strong retention allows information to remain available to future use.

(iii) Ability to Recall:

Memory enables a person to recall stored information whenever it is needed. This ability is essential for learning, examinations, and everyday decision-making.

(iv) Recognition of Familiar Information:

Memory helps us recognize people, objects, places, and events that we have previously seen or experienced. Recognition makes it easier to identify familiar things.

(v) Improvement Through Repetition:

Regular practice and revision strengthen memory. Repeated learning helps information remain in the mind for a longer period and improves recall.

(vi) Influence of Mental Health:

A healthy and relaxed mind improves memory. Good physical health, proper rest, and emotional balance help a person remember information more effectively.

(vii) Memory is a Continuous Mental Process:

Memory is not a single action but a continuous process involving learning, storing, recalling, and recognizing information. These stage work together to support effective learning.

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3. Discuss briefly about the factors of memory.

Ans: The efficiency of memory depends of several factors that influence learning and remembering. These factors help improve retention and reduce forgetting.

Some of the factors of memory are discussed below:

(i) Attention:

Paying proper attention while learning helps information enter memory more effectively.

Example: A student who listens carefully in class remembers the lesson better.

(ii) Interest:

Interest in a subject makes learning enjoyable and improves memory.

Example: A student interested in science remembers scientific facts more easily.

(iii) Understanding:

Understanding the meaning of the subject helps retain information for a longer time.

Example: understanding a mathematical formula makes it easier to remember.

(iv) Repetition and Practice:

Regular revision and practice strengthen memory and reduce forgetting.

Example: Revising lessons every day helps students remember them during examination.

(v) Physical and Mental Health:

Good health, adequate sleep, and stress-free mind improve memory.

Example: A well-rested student remembers lessons better than a tried student.

Conclusion:

Memory is influenced by factors such as attention, interest, understanding, repetition, motivation, and good physical and mental health. Developing these factors helps improve learning, strengthens memory, and reduces forgetting.

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4. Discuss the favourable conditions for improving memory with suitable examples.

Ans: Memory can be improved when learning takes place under favourable conditions. These conditions help learners understand, retain, and recall information more effectively. A good learning environment, proper motivation, and suitable study habits strengthen memory and reduced forgetting.

The favourable conditions for improving memory are discussed as follows:

(i) Will to Learn:

A strong desire and determination to learn improves concentration and memory. Learning with interest is more effective than learning without purpose.

Example: A student who is eager to prepare for an examination remembers lessons better than one who studies without interest.

(ii) Interest:

Interest is the subject makes learning enjoyable and increases retention. Students remembered information more easily when they enjoy what they study.

Example: A student interested in science can remember scientific concepts more easily.

(iii) Motivation:

Motivation encourages learners to study regularly and achieve their goals. It increases attention and strengthens memory.

Example: A teacher’s praise motivates a student to study harder and remember lessons better.

(iv) Principle of Association:

Linking new information with previous knowledge helps in remembering and recalling facts.

Example: Remembering the seven colours of the rainbow by the word VIBGYOR.

(v) Rhythm:

Rhythm makes learning interesting and helps learners remember information for a longer time.

   Example: Children easily remember poems, songs, and rhymes because of their rhythm.

(vi) Meaningful of Learning Material:

Meaningful and well-organized learning materials are easier to understand and remember than meaningless information.

    Example: Understanding the meaning of a history lessons helps students remember important events.

(vii) Rest:

Adequate rest keeps the mind fresh and improves concentration, learning, and memory.

   Example: A student who sleeps well before an examination can recall answers more accurately.

Conclusion:

Favourable learning conditions play an important role in improving memory. A strong desire to learn, interest, motivation, association, rhythm, meaningful learning materials, and proper rest help learners retain information for a longer time and recall it accurately when needed.

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5. Discuss the different methods of improving memory.

Ans: Memory can be strengthened through proper learning methods and regular practice. Effective methods of improving memory help learners understand, retain, and recall information more easily. These methods make learning meaningful and reduce forgetting.

The different methods of improving memory are discussed below:

(i) Recitation Method:

Recitation means repeating or explaining the learned material aloud. It strengthens understanding and helps in better recall.

Example: A student reads a lesson and then recites it aloud before an examination.

(ii) Whole Method:

In this method, the entire lesson is learned as a whole instead of dividing it into smalls parts. It is suitable for short and meaningful lessons.

Example: Learning a short poem by reading it from beginning to end.

(iii) Spaced Learning Method:

Spaced learning involves studying with short breaks between learning sessions. This method improves retention and reduces mental fatigue.

Example: Studying for 40 minutes and then taking a 10-minute break before continuing.

(iv) Learning by Doing:

This method emphasizes practical experience. Learners remember information better by performing activities themselves.

Example: Learning a science experiment by conducting it in the laboratory.

(v) Repetition and Practice:

Regular revision and continuous practice strengthen memory and make learning more permanent.

Example: Solving mathematics problems every day to remember formulas and methods.

Conclusion:

The different methods of improving memory, such as recitation, the whole method, spaced learning, learning by doing, and repetition and practice, make learning more effective. By using these methods regularly, students can improve their memory, reduce forgetting, and achieve better academic performance.

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6. Discuss the stages of memory.

or

Mention any two stages involved in the process of memory.

Ans: Memory develops through four stages. Each stage has a specific function in the learning process.

(i) Learning or Acquisition:

Learning or acquisition is the first stage of memory. At this stage, a person receives and understands new information through observation, experience, reading, or listening. Without learning, memory can be formed.

(ii) Retention:

Retention is the process of storing the learned information in the mind for future use. Effective retention helps information remains available for a longer period.

(iii) Recall or Remembering:

Recall is the ability to bring stored information back into conscious awareness whenever it is required. It is essential for answering examination questions, solving problems, and using previously learned knowledge.

(iv) Recognition:

Recognition is the ability to identify information, objects, people, or events that have been learned or experienced before. It allows a person to distinguish familiar from unfamiliar ones.

Conclusion:

Memory is a fundamental process that makes leaning meaningful and effective. The four stages- learning (acquisition), retention, recall, and recognition -work together to help individuals gain knowledge, preserve it, and use it whenever necessary. A strong memory is essential for academic achievement as well as success in everyday life.

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7. Discuss the types of memory with suitable example.

Ans: Psychologists classify memory into different types based on the way information is learned, stored, and remembered. Each type of memory plays a unique role in learning and everyday life.

(i) Image Memory:

Image memory is the ability to remember information through mental pictures or visual images. It helps a person recall things that have been seen in the past.

Example: A student remembers the map of India by visualizing it in the mind.

(ii) Habit memory:

Habit memory develops through repeated practice and regular performance of an activity. It allows actions to become automatic.

Example: Riding a bicycle or typing on a keyboard without consciously thinking about every movement.

(iii) Long-Term Memory:

Long-term memory stores information for a long period, sometimes for many years. It preserves important knowledge and experiences.

Example: Remembering childhood events or the multiplication tables learned in primary school.

(iv) Short-Term (Immediate) Memory:

Short-term memory holds information for a brief period before it is easier forgotten or transferred to long-term memory.

Example: Remembering a phone number long enough to dial it.

(v) Logical Memory:

Logical memory is based on understanding, reasoning, and meaningful learning rather than memorization.

Example: Solving a mathematics problem by applying a formula after understanding the concept.

(vi) Rote Memory:

Rote memory is developed through repetition without necessarily understanding the meaning of the information.

Example: Memorizing a poem or multiplication table by repeated recitation.

(vii) Sensory Memory:

Sensory memory stores information received through the five senses for a very short time.

Example: Remembering the sound of a school bell immediately after hearing it.

(viii) Associate Memory:

Associative memory works by linking one idea, experience, or object with another. One memory helps recall another.

Example: Seeing the national flag reminds a person of Independence Day.

Conclusion:

Memory is of different types, and each type contributes to effective learning and daily activities in its own way. Understanding these types helps teachers and students adopt suitable learning methods, improves retention, and strengthen recall.

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8. What is Span Memory?

Ans: Span memory is the ability to remember and recall a limited amount of information immediately after it is presented. It refers to the maximum number of items a person can hold in the mind for a short period without repetition. It measures the capacity of immediate memory.

    Example: If a teacher reads the number 5, 8, 6, 9, 7 and a student repeats them correctly in the same order immediately, it shows the student’s span memory.

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9. What is Habit Memory?

Ans: Habit memory is the type of memory that enables a person to remember and perform skills or activities learned through repeated practice. It enables us to do routine activities automatically without much conscious effort.

    Example: Riding a bicycle, types on a keyboard, writing with a pen, or swimming.

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10. What is Sensory Memory?

Ans: Sensory memory is the first stage of memory that stores information received through the sense organs for a very short period, usually a few seconds. It helps the brain process sensory information before it is either forgotten or transferred to short-term memory.

    Example: A driving a car, the image of a flash of lighting or the sound of a bell remains in the mind for a few seconds.

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11. Differentiate between image and habit memory.

Ans: The difference between image and habit memory are as follows:

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12. Differentiate between recall and recognition.

Ans: The differentiate between recall and recognition are as follows:

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13. Why is recognition easier than recall? Explain.

Ans: Recognition is generally easier than recall because recognition provides clues or hints that helps a person identify previously learned information, while recall requires remembering information without any help. Therefore, recognition needs less mental effort than recall.

    Example: Recognizing the correct answer in MCQs is easier than writing the answer without any clue.

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14. Differentiate between short-term memory and long-term memory.

Ans: The difference between short-term memory and long-term memory are as follows:

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15. Distinguish between true memory and habit memory.

Ans: The distinguishes between true memory and habit memory are as follows:

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16. Is it correct to say that memory always aims at the past? Justify your answer.

Ans: Yes, it is correct because memory is concerned with past experiences and previously learned information. It enables a person to recall or recognize events that have already happened.

   Example: A student remembers the lesson studied yesterday during an examination.

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17. Write which types of memory operates in the following situations:

(a) Answering easy-type question.

(b) Driving a car

(c) Solving mathematical problems.

(d) An adult person recalls incidents that happened in early life.

Ans: (a) Image memory.

(b) Habit memory

(c) Logical memory.

(d) Long-term memory.

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18. Write which type of memory operates in the following situations:

(a) Playing piano.

(b) Writing dictation.

(c) Writing answer in the examination.

(d) Pinching by a pin

Ans: (a) Habit memory

(b) Short-term memory.

(c) Image memory or recall memory.

(d) Sensory memory.

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19. There is no place for creativity in memory. Explain.

Ans: memory is mainly concerned with storing and recalling past experiences or learned information. It does create new ideas or thoughts. Creativity, on the other hand, involves producing mew and original ideas. Therefore, memory itself has no place for creativity.

   Example: Reciting a memorized poem is an act of memory, whereas writing a new poem is an act of creativity.

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20. Discuss the marks of a good memory.

Ans: A good memory is the ability to learn, retain, recall, and use information accurately whenever it is needed. It plays a vital role in education, daily life, and personal development. A person with a good memory can remember facts, experiences, and skills effectively and use them at the appropriate time.

The following points show the marks of a good memory;

(i) Ability to a Good Memory:

A person with a good memory can understand and learn new information in a short time. Quick learning makes education more effective and reduces the need for excessive repetition.

(ii) Good Retention:

A good memory has the ability to retain learned information for a long period. Information remains stored in the mind and does not fade easily.

(iii) Accurate and Prompt Recall:

One of the most important marks of a good memory is the ability to recall information correctly and without unnecessary delay. Accurate recall is especially useful during examinations and problem-solving.

(iv) Proper Use of Remembered Knowledge:

A good memory is not limited to remembering facts; it also involves using stored knowledge effectively in the right situation. This helps in making correct decision and solving practical problems.

Conclusion:

The ability to learn quickly, retain information, recall it accurately, and apply it effectively are the main marks of a good memory. Developing these qualities helps improves academic performance and overall mental efficiency.

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21. Can memory be improved through practice? Discuss with suitable examples.

Ans: Yes, memory can be improved through regular practice. Memory is not a fixed ability; it becomes stronger when a person follows good study habits and practices effective learning techniques. Regular practice helps the brain retain and recall information more accurately.

How Can Memory Be Improved through Practice:

Memory can be improved through practice with the following principles:

(i) Regular Revision:

Revising lessons repeatedly strengthens memory and reduces forgetting.

Example: A student who receives daily remembers lesson better during examinations.

(ii) Repetition:

Repeating important facts several times helps store them in long-term memory.

Example: Repeating multiplication tables every day improves recall.

(iii) Recitation:

Reading aloud or explaining learned material helps improves understanding and memory.

Example: A student recites a poem aloud until it is remembered.

(iv) Spaced Learning:

Studying with short breaks between sessions improves retention and prevents mental fatigue.

Example: Studying for 40 minutes followed by a 10-minute break.

(v) Learning by Doing:

Practical activities make learning more meaningful and long-lasting.

Example: Performing a science experiment helps students remember the concept better.

Conclusion:

Memory can be greatly improved through regular revision, repetition, recitation, spaced learning, and learning by doing. Consistent practice strengthens memory, reduces forgetting, and helps students achieve better academic performance.

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22. Discuss the different economical methods of memorization with suitable examples.

or

Describe any three economic methods of memorization.

Ans: Economic methods of memorization are techniques that help learners remember information in less time, with less effort, and with better retention. These methods make learning more effective and reduce forgetting.

Different Economic Methods of Memorization:

The different economic methods of memorization are as follows:

(i) Whole Method:

In this method, the entire lesson is learned at one time. It is suitable for short and meaningful lessons.

Example: Learning a short poem from beginning to end.

(ii) Part method:

The lesson is divided into small sections, and each part is learned separately. This method is useful for long or difficult lessons.

Example: Memorizing a long poem one stanza at a time.

(iii) Spaced Learning Method:

Learning is done with short breaks between study lessons. This improves memory and reduces mental fatigue.

Example: Studying for 40 minutes and then taking a 10-minute break.

(iv) Recitation Method:

The learner repeats or explains the learned material aloud. This strengthens understanding and recall.

Example: A student recites a lesson aloud after reading it.

(v) Learning by Understanding:

Understanding the meaning of the lesson before memorizing helps in long-term retention.

Example: Understanding a science concept before remembering its definition.

Conclusion:

The whole method, part method, spaced learning, recitation, and learning by understanding are economical methods of memorization. These methods have time, reduce effort, improve memory, and help students achieve better academic performance.

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Forgetting

23. What is forgetting?

Ans: Forgetting is the inability to recall or recognize previously learned information when it is needed. It is a natural mental process that occurs in every individual. Forgetting is not always harmful; it helps the mind remove unnecessary information and creates space for new learning. It also protects mental well-being by reducing the effect of unpleasant memories.

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24. Discuss the characteristics of forgetting.

Ans: The characteristics of forgetting are discussed below;

(i) Inability to Recall:

Forgetting means failing to remember information or experiences that were learned earlier.

(ii) A Natural Mental Process:

Forgetting is a normal psychological phenomenon that occurs in all people.

(iii) Necessary for learning:

It removes unnecessary information from the mind, making it easier to learn and retain new knowledge.

(iv) Acts as a Defence Mechanism:

Forgetting helps reduce the impact of painful or unpleasant experiences and supports good mental health.

(v) Creates Space for Important Information:

By forgetting unimportant details, the brain can focus on remembering useful and meaningful information.

(vi) Greatest Soon After Learning:

The rate of forgetting is highest immediately after learning and gradually decreases with time.

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25. Discuss the physical causes of forgetting with suitable examples.

or

Discuss any five physical causes of forgetting.

Ans: Forgetting is a natural mental process in which a person fails to recall previously learned information. Sometimes forgetting occurs because of physical factors that affect the brain, body, or overall health. These factors reduce the ability to store and recall information.

Physical Causes of Forgetting:

The physical causes of forgetting are discussed below:

(i) Old Age:

As people grow older, the efficiency of the brain gradually decreases. This makes it more difficult to remember information.

Example: An elderly person may forget the names of people or recent events.

(ii) Brain Injury:

Injury or damage to the brain can affect memory and make it difficult to recall past experiences.

Example: A person who suffers a head injury may forget recent incidents.

(iii) Tiredness or Fatigue:

Physical or mental fatigue reduces concentration and weakens memory.

Example: A student who studies continuously without rest may forget what was learned.

(iv) Use of Toxicants:

Alcohol, tobacco, and other harmful drugs can affect the brain and reduce memory power.

Example: A person who consumes excessive alcohol may have difficulty remembering important events.

(v) Lack of Repetition:

Information that is not revised or practised regularly is easily forgotten.

Example: A student who does not revise a lesson may forget it before the examination.

Conclusion:

Physical factors such as old age, brain injury, fatigue, the use of intoxicants, and lack of repetition can weaken memory and lead to forgetting. Maintaining good health, taking adequate rest, and revising regularly help improve memory and reduce forgetting.

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26. Discuss the mental causes of forgetting with suitable examples.

or

Discuss the psychological causes of forgetting with suitable examples.

or

Write three mental causes of forgetting.

Ans: Forgetting is a natural process in which a person fails to remember previously learned information. Apart from physical reasons, several mental or psychological factors also causes forgetting. These factors affect attention, learning, and recall.

Mental Causes or Psychological causes of Forgetting:

The mental causes or psychological causes of forgetting are discussed below:

(i) Lack of Interest:

When a person has no interest in a subject, learning becomes weak and the information is easily forgotten.

Example: A student who dislikes history may forget historical dates quickly.

(ii) Retroactive Inhibition:

New learning interferes with the recall of previously learned information.

Example: After studying science, a student immediately studies geography and later finds it difficult to remember the science lessons.

(iii) Repression:

The mind unconsciously pushes painful or unpleasant memories out of awareness to reduce that caused out of awareness to reduce emotional stress.

Example: A person may forget an unpleasant incident that caused emotional pain.

(iv) Emotional Disturbance:

Fear, anxiety, anger, or stress reduce concentration and make remembering difficult.

Example: A student may forget answers during an examination because of anxiety.

(v) Termination of Learning:

When learning or practice stops, the learned material gradually fades from memory.

Example: A student who stops practising mathematics for several months may forget formulas and methods.

Conclusion:

Mental factors such as lack of interest, retroactive inhibition, repression, emotional disturbance, and termination of learning are important causes of forgetting. Developing interest, reducing stress, and practising regularly can improve memory and reduce forgetting.

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27. What is Retroactive Inhibition?

Ans: Retroactive inhibition is a psychological process in which newly learned information interferes with the recall of previously learned information. In other words, learning something new makes it difficult to remember what was learned earlier. It is one of the mental causes of forgetting.

    Example: After studying science, a student immediately studies geography and later finds it difficult to remember the science lessons.

    Retroactive inhibition can be reduced by taking short breaks between study sessions, revising previous lessons regularly, and avoiding continuous study of similar subjects.

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28. What is Proactive Inhibition?

Ans: Proactive inhibition is a psychological process in which previously learned information interferes with the learning or recall of new information. In other words, old learning makes it difficult to remember or understand newly learned material. It is one of the important causes of forgetting in educational psychology.

   Example: A student learns an old mathematics formula. When a new formula is introduced, the student keeps recalling the old formula and makes mistakes while solving problems.

   Proactive inhibition can be reduced through regular revision, taking short breaks between study sessions, and giving enough time to learn new topics before studying similar objects.

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29. Write five differences between proactive inhibition and retroactive inhibition.

Ans: The five differences between proactive inhibition and retroactive inhibition are as follows:

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30. ‘Forgetting is blessing’ – Explain this statement.

Ans: Forgetting is called blessing because it helps us forget unnecessary, unpleasant, and painful experiences. It reduces mental stress, improves concentration, and make it easier to learn new information.

  Example: A student forgets the disappointment of failing an examination and studies with renewed confidence for the next one.

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31. “Forgetting is necessary for memory”- Explain this statement.

or

“Forgetting is necessary for memory”- Give reasons.

Ans: Memory and forgetting are closely related to mental process. Although forgetting is often considered a weakness, it also plays an important role in improving memory. Forgetting unnecessary information helps the brain function more efficiently and makes learning easier.

Why is Forgetting Necessary for Memory?

The forgetting is necessary for memory for the following reasons:

(i) Removes Unnecessary Information:

Forgetting helps the brain discard useless or unimportant information, creating space for important knowledge.

(ii) Makes New Learning Easier:

When unnecessary memories are forgotten, the mind can learn and store new information more effectively.

(iii) Reduces Mental Burden:

Remembering everything would overload the brain. Forgetting reduces mental stress and improves concentration.

(iv) Protects Mental Health:

Forgetting painful or unpleasant experiences helps reduce emotional stress and supports mental well-being.

(v) Improves Efficient Recall:

By removing less useful information, the brain can recall important facts more quickly and accurately.

Conclusion:

Forgetting is not always harmful, it is a natural and useful process that helps remove unnecessary information, supports new learning, reduces mental burden, and improves the effective use of memory. Therefore, forgetting is necessary for memory.

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32. Memory and Forgetting are two sides of the same coin. Explain the statement with suitable examples.

Ans: Although they appear to be opposite processes, they work together to support effective learning. Just as a coin has two sides, memory and forgetting are closely connected and cannot be fully understood separately.

(i) Both are Natural Mental Processes:

Memory helps us retain useful information, whereas forgetting removes unnecessary or less important information.

  Example: A student remembers important formulas but forgets unimportant classroom conservations.

(ii) Forgetting Creates Space for New Learning:

If we remembered everything, the mind would become overloaded. Forgetting unnecessary information allows us to learn new things more easily.

   Example: After completing one school year, a student forgets some unimportant details and learns the next year’s lessons more effectively.

(iii) Both Support Effective Learning:

Good memory helps in recalling important knowledge, while forgetting reduces confusion caused by unnecessary information.

   Example: A student remembers grammar rules but forgets incorrect answer after learning the correct ones.

(iv) Both Influences Daily Life:

Memory helps us perform daily tasks, while forgetting helps us ignore unimportant or unpleasant experiences.

   Example: A person remembers a friend’s birthday but gradually forgets a minor disagreement.

(v) They Maintain Mental Balance:

Memory stores valuable experiences, and forgetting reduces mental burden by removing less useful or painful memories.

    Example: A person remembers important life lessons but gradually forgets small disappointments.

Conclusion:

Memory and forgetting are closely related psychological processes. Memory preserves useful information, while forgetting removes unnecessary or disturbing information. Together, they make learning more effective, improve mental efficiency, and help maintain psychological well-being. Therefore, memory and forgetting are like two sides of the same coin.

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33. Forgetting is a defence mechanism of the mind. Explain the statement with suitable examples.”

Ans: Forgetting is not always a weakness. In psychology, it is considered a defence mechanism of the mind because it helps protect a person from painful, unpleasant, or stressful experiences. By reducing the emotional impact so cush memories, forgetting supports mental health and emotional balance.

(i) Protects from Painful Memories:

The mind may gradually forget painful experiences to reduce emotional suffering.

Example: A person who has experienced a serious accident may not remember every painful detail after some time.

(ii) Reduces Mental Stress:

Forgetting unpleasant events helps reduce anxiety and mental tension.

Example: A student who performs poorly in one examination gradually forgets the disappointment and prepares confidently for the next examination.

(iii) Helps Emotional Recovery:

Forgetting allows a person to recover from sadness, fear, or failure and move forward in life.

Example: A player who loses an important match gradually forgets the disappointment and focuses on future competitions.

(iv) Encourages Positive Thinking:

When unpleasant memories become less active, people can concentrate on positive experiences and goals.

Example: A person who forgets a past argument with a friend can rebuild the friendship.

(v) Maintains Mental Well-being:

By removing the constant influence of painful memories, forgetting helps maintain psychological balance.

Example: After overcoming a difficult period in life, a person remembers the lesson learned but forgets much of the emotional pain.

Conclusion:

Forgetting is an important defence mechanism of the mind. It protects mental health by reducing the effect of painful memories, relieving stress, and supporting emotional recovery, and helping people focus on positive experiences. Therefore, forgetting plays a valuable role in maintaining a healthy and balanced mind.

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34. “Nita has learnt the first poem in her book. But after learning the second poem, she forgets the first one”-Give the psychological reason.

Ans: The psychological reason is retroactive inhibition (retroactive Interference).

Retroactive inhibition occurs when new learning interferes with the recall of previously learned information. In this case, after Nita learned the second poem, the new learning interfered with her memory of the first poem, causing her to forget it.

Nita forgets the first poem because of retroactive inhibition, where new learning interferes with old learning, making the easier information difficult to recall.

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35. “Nita has learnt the second poem in her book. But while learning the first poem, she forgets the second one”-Give the psychological reason.

Ans: The psychological reason is Proactive inhibition (Proactive Interference).

Proactive inhibition occurs when previously learned information interferes with the learning or recall of new information. In this case, Nita had already learned the second poem, and this earlier leaning interfered with her learning or remembering the first poem.

Nita forgot the new poem because of proactive inhibition, where old learning interferes with new learning.

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