Which of the following is not the cause of forgetting?

Concept

Forgetting, in educational and cognitive psychology, is the inability to retrieve information that was previously encoded. It is produced by factors that weaken encoding or block retrieval — inadequate initial learning (under-learning), interference between competing memories, emotions, or motives (mental conflict), and poor learning or rehearsal strategies (defective methods of remembering). By contrast, factors that strengthen attention, encoding, and rehearsal — such as motivation or a desire to remember — improve retention and work against forgetting rather than causing it.

Application

The question asks which listed factor is NOT a cause of forgetting. Checking each option against the causes above: incomplete initial learning, interfering motives or emotions, and poor learning technique all match recognized causes of forgetting. Only the motivational factor works in the opposite direction — it aids retention instead of weakening it.

Comparing the options

• Under-learning: the material was never learned to a stable level in the first place, so the memory trace decays quickly — a genuine, recognized cause of forgetting.

• Mental conflict: competing motives or emotions interfere with consolidation and recall — the classic interference mechanism behind forgetting.

• Defective methods of remembering: a poor encoding or rehearsal strategy leaves a weak, disorganised memory trace — also a genuine cause of forgetting.

• Desire to remember: heightened motivation increases attention, encoding depth, and rehearsal, which strengthens memory — so it does not cause forgetting.

Therefore, the factor that does not cause forgetting is the desire to remember; the other three — under-learning, mental conflict, and defective methods of remembering — are established causes of forgetting.