MEMORY AND FORGETTING: INTEGRATING LEARNING PSYCHOLOGY CONCEPTS INTO MENTAL HEALTH CARE
Keywords:
Memory, Forgetting, Learning Psychology, Mental Health, 3M ModelAbstract
This article is a conceptual paper and aims to integrate learning psychology concepts of memory and forgetting with emotional processes and mental health. Drawing upon theoretical foundations of the multi-store memory model, encoding mechanisms, levels of processing theory, and mechanisms of forgetting—including decay, interference, and motivated forgetting—the paper argues that memory is not merely a cognitive system for information storage but also a central process influencing meaning-making, emotion regulation, and overall well-being. Positive memory recall, such as recalling successful experiences or feelings of gratitude, can enhance emotional well-being and psychological resilience. In contrast, repeated retrieval of negative memories without adaptive reframing may lead to rumination and increase vulnerability to depressive symptoms. The article proposes the 3M Integration Model (Memory–Meaning–Mental Health) to explain the dynamic interaction between memory processes, meaning construction, and mental health outcomes. The model suggests that mental health can be promoted through adaptive encoding, positive recall, cognitive reframing, and psychological flexibility. This integrative perspective provides practical implications for educational contexts, personal development, and mental health promotion in everyday life. Its academic contribution lies in expanding the framework of memory research from a traditional learning perspective to a broader mental health dimension. Furthermore, it proposes an integrative model that can serve as a conceptual framework for future research and for the development of mental well-being promotion in educational contexts and everyday life
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