1. Memory Components, Forgetting, and Strategies
Chapter 10
Memory Components, Forgetting, and Strategies
Concept: Memory storage and retrieval influence motor skill learning and performance
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Memory Structure
Definition of memory: ________________________
Memory is: “the capacity that permits organisms to benefit from past experiences” [Tulving, 1985]
Memory structure comprised of two functional systems
_________________________
Memory functions
_____________________________
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3. Two-Component Memory Model
[Figure 10.1]
_________________
Sub-systems:
Phonological loop
Visuospatial sketchpad
Central executive
_______________
Sub-systems:
________________
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4. ________________________________
Memory system associated with sensory, perceptual, attentional, and short-term memory processes
___________________________________________________________________________________________
Function: Enables people to respond to the demands of a “right now” situation
____________________________________________________________________________________________
Interacts with long-term memory
Serves as an interactive workspace
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Working Memory, cont’d
Duration:
______________________________________________________________
See Adams & Dijkstra (1966) experiment
Capacity
______________________________
Person can increase capacity
“Chunking”
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6. Working Memory Processing of Information
Information processed to allow person to achieve action goal or goal of problem at hand, e.g.
______________________________________________________________
______________________________e.g.
how to throw a ball to another person
how to stand up from a new chair
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7. Long-Term Memory (LTM)
________________________________________________________________
Function: ________________________
______________________________________________________________________
Duration: Unknown since we cannot satisfactorily measure duration of info in LTM
Capacity: Relatively unlimited
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8. Three Types of Memory Systems in Long-Term Memory
__________________: Stores information about “how to do” specific activities, e.g. motor skills
_____________: Stores our general knowledge about the world based upon experiences, e.g. concepts
__________: Stores our knowledge about personally experienced events
Allows us to “travel back in time”
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9. Distinguishing Between Knowing What to Do and How to Do
A common approach to classifying the types of knowledge in the episodic and semantic memory systems in LTM describes the knowledge as
__________________________
Knowledge that can be verbally described (i.e., “what to do” to perform a skill)
___________________________
Knowledge that enables the person to actually perform a skill (i.e., know “how to do” a skill)
Typically this knowledge is not verbalizable or difficult to verbalize
Consider distinction between verbally describing how to tie your shoes and actually tying them
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10. Remembering and Forgetting Terminology
____________: Process of transforming to-be-remembered information into a form that can be stored in memory
____________: Process of placing information in long-term memory
_____________: Process that enables a person to transfer information from working to long-term memory
_____________: Process of searching through LTM for information needed for present use
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11. Assessing Remembering and Forgetting
Explicit memory tests
_____________
Implicit memory tests
______________________________________________________________(i.e., info that would not be accessed on an explicit memory test)
Each provides different info about what has been remembered or forgotten
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12. _____________________________
Working memory
LTM
____________________
______________________
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13. Movement Characteristics Related to Memory Performance
Location and Distance Characteristics
_______________________________________________________________________
Arm movement end-location within the person’s own body space remembered better than outside body space
Implications for teaching motor skills
Emphasize limb movement end-points or key spatial positions during movement
Meaningfulness of the Movement
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14. Strategies that Enhance Memory Performance
Increasing a movement’s meaningfulness
_________________________________
Person thinks of producing a metaphoric image related to the movement
______________________________
Attach a specific label to the movement
The intention to remember
_____________________________________
Subjective organization
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15. Practice-Test Context Effects
Encoding Specificity Principle
(Tulving & Thomson, 1973)
Refers to the relationship between memory encoding and retrieval process
___________________________________________________________________________________________________________
What are some implications of this principle for practicing motor skills?
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