MEMORY Chapter 7

1. MEMORY Chapter 7 Created By Dr. J. Michael Jacobs, Professor Shepherd College, Shepherdstown, WV Adapted by Dr. Anna DeVito

2. 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

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

4. Memory Process • Experience - - - - • Storage - - • Retrieval - - - - -

5. Three Parts of MEMORY • 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

6. 3 Form of Information Storage • Short-term Sensory Memory • Short-term (working) Memory • Long-term Memory

7. (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

8. 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

9. 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

10. 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!

11. Long-term Memory Storage • Explicit Memory • Declarative • Episodic • Implicit Memory • Procedural Memory • Conditioning Effects • Schematic

12. 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.

13. 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

14. 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

15. 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

16. 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

17. 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!

18. Retrieval Process • Recall • Recognition

19. Retrieval Process • Recall • Action is produced from memory • Remember how to move in a situation

20. 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)

21. Factors that affect Retrieval • Encoding Specificity • Reconstruction of events • Rehearsal

22. Factors that affect Retrieval • Encoding Specificity • Similar conditions increase retrieval • Create practice situations that simulate game/test situation = increase remembering

23. 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

24. 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

25. Forgetting Failure to recall a motor function • Decay • Interference • Retrieval cues

26. 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?

27. 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

28. 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

29. 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

30. 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.

31. 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

32. 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!

33. 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/memory/stmtoltm.htm • 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

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

35. END of Chapter 7