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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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Presentation on theme: "MEMORY Chapter 7 Created By Dr. J. Michael Jacobs, Professor Shepherd College, Shepherdstown, WV Adapted by Dr. Anna DeVito."— Presentation transcript:

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. AndrewsWilliam Port

4 Memory Process Experience - - - - Storage - - Retrieval - - - - -

5 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

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

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


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