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

2. 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 n RETENTION is The PROOF of Memory

3. THREE Forms of Storage Short Term Sensory Store – the sensory trace, lasts less than a SECOND, if not further processed is forgotten. If put through Perceptual Systems it moves to> Short Term Memory – (Working Memory) Max Cap. 7 Bits. If Rehearsed (Maintenance or Elaborative)> Long Term Memory – Unlimited Capacity, anything past 60 secs. Stored as Network (Kicking) or Set (Kick Ball)based on Meaningfulness. REQUIRES CHOICE!

4. THREE Forms Long Term Memory Declarative - You understand and can TELL how to do it (Kicking - in Kick Ball) Procedural - You understand and can DO it (You can now demonstrate the Kick Ball kick) Schematic/Rule - You understand the CONCEPTS associated with it and can ajust depending on circumstances (Given a football or soccer ball you can kick these different ways)

5. Storage Processes Storage influences retrieval (The Better stored, the better and easier retrieved) Association Bonds – Practice = Memory but it is specific. Kick Ball = that form only Active Organizations – 1. LEVEL is based on how often used. The more often used the Higher in the memory bank. 2. Schema or Rule (Kicking -the how is determined by the situation) requires deeper concept knowledge but allows for easier later adaptation WE CHOOSE HOW WE STORE THINGS!

6. Retrieval Recall – Action produced from memory (Ball is for kicking as practiced) Recognition – Link with learned context (Speedball - Ball can be dribbled, kicked, passed, trapped, or caught) FACTORS that affect Recall: 1. Encoding Specificity 2. Reconstruction of Events 3. Elaborative Rehearsal

7. Forgetting There are 3 Reasons for Forgetting : 1. Decay – Lack of use. This is Natural, BUT does not apply to MOTOR SKILLS 2. Interference – Proactive/retroactive the more like the original the more it affects remembering (3 of something) again, not as much in the psychomotor realm 3. SIMPLY CAN’T FIND IT!!

8. Retrieval Cues Issues Learning within a SPECIFIC environment affects later memory (where was I/it) PRACTICE as close to REAL CONDITIONS as possible (Closed to Open) You KNOW more than you can Remember Serial recall (Recency/Primacy Effect) Keep things to about SIX issues, also are affected by Proactive/Retroactive effects of each other

9. Minimizing Forgetting CHUNKING – Two Meanings : A Cue replaces an entire concept or set of things (Stance = Head to toe body positioning), OR Learn 1 st thing, add next, and next…. (Basis of Phone/SS Number Memory) ANOLOGIES – Use of Picture or Common idea (10 to 2 casting, Sweep the table Frisbee Toss, Hammer the cast) concepts The more OFTEN something is used!

10. Important Issues ALL experiences, once remembered provide “Building Blocks” for future learnings. 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

11. 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!

12. END of Chapter 7