MEMORY Chapter 7

Created By Dr. J. Michael Jacobs, Professor

Shepherd College, Shepherdstown, WVAdapted by Dr. Anna DeVito

Introduction Memory is fundamental to efficient

information processing. Memory is our way of recording,

storing, and retrieving the past to determine desired behaviors and action

Memory In learning motor skills, we draw upon

our memory to execute movements

Scott St. Andrews William Port

Memory Process Experience - - - -

Storage - -

Retrieval - - - - -

Three Parts of MEMORY

1) Experience – Unless something was first experienced, it cannot be remembered Sensations leave a trace or schema.

2) Storage – Encoding or a systematic change is needed to place in storage

3) Retrieval – Decoding or the ability to pull something out of storage

3 Form of Information Storage

Short-term Sensory Memory

Short-term (working) Memory

Long-term Memory

(Short Term) Sensory Memory starts immediately upon

encountering stimuli.

Unlimited capacity

Less than a SECOND

Forgotten, if not further processed

Processed to Short term Memory

Short Term Memory (Working Memory) Holds events from the recent past 7 Bits of information (give or take 2) Lasts approximately 30 seconds (4-60) Outcome

Forgotten (Information overload) Rehearsed & reentered into short term

memory – (additional 30 sec. of processing) Processed into long term memory

Short Term Memory TestShort Term Memory Letter Test http://faculty.washington.edu/chudler/

stm0.html

Short Term Memory Picture Test http://faculty.washington.edu/chudler/

puzmatch.html

Long Term Memory Anything past 60 seconds. Unlimited Capacity Store information permanently Without it – no complex movements Stored as Network (Kicking) or Set (Kick

Ball) based on Meaningfulness. REQUIRES CHOICE! Limitation: Inability to retrieve!

Long-term Memory Storage Explicit Memory

Declarative Episodic

Implicit Memory Procedural Memory Conditioning Effects

Schematic

Long-term Memory Storage

Explicit Memory - Events we consciously remember or are aware we remember

Declarative – general factual information First President Facts, Rules, Relationships Describe a concept or activity

Episodic Memories – recall personal memories from our past.

Long-term Memory Storage Implicit Memory - Remembering

without awareness. Can’t remember but can influence behavior. Procedural – Memories of how to do things

Ability to perform a task or employ a strategy. You understand and can DO it

Automatic memories of how to do things Recall one step – which triggers the next

step Result of practice and conditioning

Long-term Memory Storage Conditioning Effects – memories formed

automatically through classical or operant conditioning

Schematic Memory – Forming rules with a general idea on how to act or move Store related movements and concepts in

clusters You understand the CONCEPTS associated with

it and can adjust depending on circumstances (Given a football/soccer ball you can kick these

different ways)

handstand

Storage Processes All activities that encode or store

information into the three memory stores Storage influences retrieval Association Bonds

Connections or bonds formed between stimulus and response as a function of practice

Each movement has its own memory trace – each stimulus linked to a specific response

Specific. Kick Ball = that form only

Storage Processes Active Organizations of Experiences

leads to efficient storage into long term memory Depth or level of processing

Every experience is stored at at distinct level

Superficial = Shallow = Not easily recalled Deeper = Efficient storage = easy retrieval

Depth is dependent on Organization, Rehearsal or Repetition, Meaning

Storage Processes Schema or Rule Formation

Several factors or movement situations are determined or stored

Key Elements provide rules on how to move Reduces informational load, provides efficient

storage, facilitates retrieval Facilitates adaptation to new skills

WE CHOOSE HOW WE STORE THINGS!

Retrieval Process Recall Recognition

Retrieval Process Recall

Action is produced from memory Remember how to move in a situation

Retrieval Process Recognition

Process of movement evaluation in context

Evaluation of errors Process to correct Link with learned context (Speedball -

Ball can be dribbled, kicked, passed, trapped, or caught)

Factors that affect Retrieval Encoding Specificity Reconstruction of events Rehearsal

                                            

Factors that affect Retrieval Encoding Specificity

Similar conditions increase retrieval Create practice situations that

simulate game/test situation = increase remembering

Factors that affect Retrieval Reconstruction of events

Responses are formulated Activities used to generate a

movement are emphasized in practice

Allows for successful execution of movements in similar and novel situations

Factors that affect RetrievalRehearsal

Elaborative Rehearsal Short term information is linked with other items

stored More varied processing More ways to retrieve info from long term

memory Imagery

Mental practice of physical skill Used to learn and better perform skills May establish retrievable neuromuscular

pathways

Forgetting

Failure to recall a motor function

Decay Interference Retrieval cues

Forgetting

Decay As time goes by experiences disintegrate

and are more difficult to recall. Book says that time is a critical factor in

forgetting motor information Dr. Jacobs says this is Natural, BUT does

not apply to MOTOR SKILLS Which is correct?

ForgettingInterference Previous experiences interfere Information is misplaced-not easily

recovered Proactive – previous experience degrades the

recall of more recent experiences Retroactive – Recent experiences that degrade

the recall of previously learned experiences. the more like the original the more it affects

remembering (3 of something) again, not as much in the psychomotor realm

ForgettingRetrieval Cues Context is integral to memory When context is different – adversely affects

memory because conditions are different from encoding (Recognize someone out of context)

Learning within a SPECIFIC environment affects later memory. (Familiarity – home team advantage)

PRACTICE as close to REAL CONDITIONS as possible You KNOW more than you can Remember

Forgetting & Serial Movements Series of movements in sequential order

requiring up to 20 sub-tasks Recency/Primacy Effect

Near end and at beginning are more easily remembered than items in middle

Keep to 5-6 items

JiveJive

Minimizing ForgettingChunking Organizing items in one long list into several

shorter lists

A Cue replaces an entire concept or set of things

Analogies to make the information more meaningful to the performer. Can be a picture, concept, music.

Important Issues ALL experiences, once remembered

provide “Building Blocks” for future learning. Each practice day improves the level of performance and allows one to begin at that higher level

Because Psychomotor Learning affects all 3 Domains of Learning, we remember more Skills and Concepts

Important Issues Continued

Practice should be Structured to reduce interference (Plan so that two things that are similar are temporally separated), decay (Daily repeats of basics), and improve context issues (Add something new to expand the total concept) Example: Teaching Speedball

When cues are repeated as the steps are done, a deeper memory is created (Declaring and Doing are linked) structure for success, and all three domains amplify the memory process!

Additional Reading on the Web Short term memoryhttp://www.dc.peachnet.edu/~bbrown/psyc1501/memory/stm.htm Moving from short to long term memoryhttp://www.gpc.peachnet.edu/~bbrown/psyc1501/memory/stmtoltm.htm Long Term Memoryhttp://www.gpc.peachnet.edu/~bbrown/psyc1501/memory/ltm.htmhttp://www.gpc.peachnet.edu/~bbrown/psyc1501/memory/ltm2.htmhttp://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy6/

edpsy6_long.htm Types of Long Term Memoryhttp://www.gpc.peachnet.edu/~bbrown/psyc1501/memory/ltm3.htmhttp://www.spiritualvision.org/Being/Memory.htmlhttp://www.missouri.edu/~psyscott/LTM.html

Rituals and motor memory http://www.saluminternational.com/articlesmilano.htm

END of Chapter 7