MEMORY Chapter 7

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MEMORY Chapter 7

• Created By Dr. J. Michael Jacobs, Professor
• Shepherd College, Shepherdstown, WV
• Adapted by Dr. Anna DeVito

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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

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Memory

• In learning motor skills, we draw upon our memory
  to execute movements
• Scott St. Andrews William Port

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Memory Process

• Experience - - - -
• Storage - -
• Retrieval - - - - -

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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

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3 Form of Information Storage

• Short-term Sensory Memory
• Short-term (working) Memory
• Long-term Memory

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(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

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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

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Short Term Memory Test

• Short Term Memory Letter Test
• http//faculty.washington.edu/chudler/stm0.html
• Short Term Memory Picture Test
• http//faculty.washington.edu/chudler/puzmatch.htm
  l

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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!

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Long-term Memory Storage

• Explicit Memory
• Declarative
• Episodic
• Implicit Memory
• Procedural Memory
• Conditioning Effects
• Schematic

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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.

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Long-term Memory Storage

• Implicit Memory - Remembering without awareness.
  Cant 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

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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
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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

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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

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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!

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Retrieval Process

• Recall
• Recognition

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Retrieval Process

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

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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)

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Factors that affect Retrieval

• Encoding Specificity
• Reconstruction of events
• Rehearsal

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Factors that affect Retrieval

• Encoding Specificity
• Similar conditions increase retrieval
• Create practice situations that simulate
  game/test situation increase remembering

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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

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Factors that affect Retrieval

• Rehearsal
• 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

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Forgetting

• Failure to recall a motor function
• Decay
• Interference
• Retrieval cues

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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?

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Forgetting

• Interference
• 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

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Forgetting

• Retrieval 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

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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

Jive
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Minimizing Forgetting

• Chunking
• 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.

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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

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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!

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Additional Reading on the Web

• Short term memory
• http//www.dc.peachnet.edu/bbrown/psyc1501/memory
  /stm.htm
• Moving from short to long term memory
• http//www.gpc.peachnet.edu/bbrown/psyc1501/memor
  y/stmtoltm.htm
• Long Term Memory
• http//www.gpc.peachnet.edu/bbrown/psyc1501/memor
  y/ltm.htm
• http//www.gpc.peachnet.edu/bbrown/psyc1501/memor
  y/ltm2.htm
• http//education.calumet.purdue.edu/vockell/EdPsyB
  ook/Edpsy6/edpsy6_long.htm
• Types of Long Term Memory
• http//www.gpc.peachnet.edu/bbrown/psyc1501/memor
  y/ltm3.htm
• http//www.spiritualvision.org/Being/Memory.html
• http//www.missouri.edu/psyscott/LTM.html

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• Rituals and motor memory
• http//www.saluminternational.com/articlesmilano.h
  tm

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END of Chapter 7