Transcript MEMORY Chapter 7 - Shepherd University

MEMORY Chapter 7
Created By Dr. J. Michael Jacobs, Professor
Shepherd College, Shepherdstown, WV
Adapted by Dr. Anna DeVito
Introduction
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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
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In learning motor skills, we draw upon
our memory to execute movements
Scott St. Andrews
William Port
Memory Process
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Experience - - - -
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Storage - -
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Retrieval - - - - -
Three Parts of MEMORY
1)
2)
3)
Experience – Unless something was first
experienced, it cannot be remembered
Sensations leave a trace or schema.
Storage – Encoding or a systematic change
is needed to place in storage
Retrieval – Decoding or the ability to pull
something out of storage
3 Form of Information Storage
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Short-term Sensory Memory
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Short-term (working) Memory
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Long-term Memory
(Short Term) Sensory
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Memory starts immediately upon
encountering stimuli.
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Unlimited capacity
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Less than a SECOND
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Forgotten, if not further processed
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Processed to Short term Memory
Short Term Memory
(Working Memory)
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Holds events from the recent past
7 Bits of information (give or take 2)
Lasts approximately 30 seconds (4-60)
Outcome
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Forgotten (Information overload)
Rehearsed & reentered into short term
memory – (additional 30 sec. of processing)
Processed into long term memory
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.html
Long Term Memory
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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
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Explicit Memory
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Implicit Memory
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Declarative
Episodic
Procedural Memory
Conditioning Effects
Schematic
Long-term Memory Storage
Explicit Memory - Events we consciously
remember or are aware we remember
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Declarative – general factual information
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First President
Facts, Rules, Relationships
Describe a concept or activity
Episodic Memories – recall personal
memories from our past.
Long-term Memory Storage
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Implicit Memory - Remembering without
awareness. Can’t remember but can
influence behavior.
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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
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handstand
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Conditioning Effects – memories formed
automatically through classical or operant
conditioning
Schematic Memory – Forming rules with a
general idea on how to act or move
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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)
Storage Processes
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All activities that encode or store information
into the three memory stores
Storage influences retrieval
Association Bonds
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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
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Active Organizations of Experiences leads
to efficient storage into long term memory
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Depth or level of processing
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Every experience is stored at at distinct level
Superficial = Shallow = Not easily recalled
Deeper = Efficient storage = easy retrieval
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Depth is dependent on Organization, Rehearsal or
Repetition, Meaning
Storage Processes
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Schema or Rule Formation
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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
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Recall
Recognition
Retrieval Process
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Recall
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Action is produced from memory
Remember how to move in a situation
Retrieval Process
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Recognition
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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
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Encoding Specificity
Reconstruction of events
Rehearsal
Factors that affect Retrieval
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Encoding Specificity
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Similar conditions increase retrieval
Create practice situations that simulate
game/test situation = increase
remembering
Factors that affect Retrieval
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Reconstruction of events
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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 Retrieval
Rehearsal
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Elaborative Rehearsal
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Short term information is linked with other items
stored
More varied processing
More ways to retrieve info from long term memory
Imagery
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Mental practice of physical skill
Used to learn and better perform skills
May establish retrievable neuromuscular pathways
Forgetting
Failure to recall a motor function
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Decay
Interference
Retrieval cues
Forgetting
Decay
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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?
Forgetting
Interference
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Previous experiences interfere
Information is misplaced-not easily recovered
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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
Forgetting
Retrieval Cues
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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
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Jive
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Series of movements in sequential order
requiring up to 20 sub-tasks
Recency/Primacy Effect
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Near end and at beginning are more easily
remembered than items in middle
Keep to 5-6 items
Minimizing Forgetting
Chunking
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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
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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
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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
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Short term memory
http://www.dc.peachnet.edu/~bbrown/psyc1501/memory/stm.htm
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Moving from short to long term memory
http://www.gpc.peachnet.edu/~bbrown/psyc1501/memory/stmtoltm.htm
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Long Term Memory
http://www.gpc.peachnet.edu/~bbrown/psyc1501/memory/ltm.htm
http://www.gpc.peachnet.edu/~bbrown/psyc1501/memory/ltm2.htm
http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy6/edpsy6_long.htm
Types of Long Term Memory
http://www.gpc.peachnet.edu/~bbrown/psyc1501/memory/ltm3.htm
http://www.spiritualvision.org/Being/Memory.html
http://www.missouri.edu/~psyscott/LTM.html
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Rituals and motor memory
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http://www.saluminternational.com/articlesmilano.htm
END of Chapter 7