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Skill Aquisition > A2 - memory models > Flashcards

A2 - memory models Flashcards

1
Q

Two memory models

A
  • multi-store memory model
  • levels of processing model
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2
Q

Encoding

A

The conversion of information into codes - visual, auditory + semantic

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3
Q

Storage

A

Retention of info over a period of time

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4
Q

Retrieval

A

Recovery of stored info = depends on how well known the info is + how much there is of it

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5
Q

Components of the multi-store model

A

SM/ STSS = sensory memory/ short term sensory store

STM = short-term memory

LTM = Long-Term memory

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6
Q

SM of multi-store memory model

A
  • sensory memory (STSS) = (short term sensory store)
  • info is in the form of stimuli
  • stimuli enters via the sensory receptors from the environment/ display

Capacity: unlimited/ large
Duration: stores info for 0.25-1 second before being filtered into the STM (via selective attention)

  • OR forgotten
  • selective attention occurs here
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7
Q

Selective attention

A

When relevant info is filtered through into the STM + irrelevant info is lost or forgotten

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8
Q

STM

A
  • ‘workspace’ of memory = info is used to decide what needs to be done

Capacity: limited = 7+-2 pieces of info
Duration: limited = only stored up to 30 secs

Capacity can increase = due to chunking

Important info can be transferred into the LTM through encoding the info = rehearsal

Comparison is then made with the LTM and a response a selected to put into action via a motor programme

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9
Q

Rehearsal loop

A

Rehearsal allows important info that is stored in the STM to be encoded + transferred to the LTM

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10
Q

Transfer

A

The process by which info is moved into the LTM

By transferring info to the LTM, it can be stored for a longer period of time + retrieved at a later point

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11
Q

Chunking

A

Different (smaller) pieces of info can be grouped/ chunked together + then remembered as one piece of info

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12
Q

LTM

A

Contains well-learned, retained + permanent encoded info collected over last experiences - called upon to inform future behaviour

Capacity: unlimited
Duration: permanent/ potential lifetime/ indefinite

Info only stored in LTM if it is rehearsed + has meaning
E.g. when a tennis player understands fhe importance of hitting the ball in a certain spot, can be retained in LTM

  • movement skills from STM Aare stored as a motor programme (schema) in LTM
    E.g. schema for throwing a ball
  • recognition part of memory process
  • info is encoded to store info in the LTM
  • info is decided to send back to STM for action
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13
Q

Give an example for STM

A

Hockey:

  • hockey player on the ball will store info e.g. speed of ball, position of ball, position of defenders etc.. + compare this info to their LTM stores in order to decide what to do next
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14
Q

Give an exams for rehearsal + transfer

A

By repeatedly rehearsing the same movement, the tennis player will be able to improve their storage of important info…which can be transferred

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15
Q

SM - Example - MSM netball = receiving a pass from a teammate

A

Sensory memory:
The brain perceives the environment e.g. where the other players are (teammates/ opponents), where the netball is, the wind and ground surface condition etc.. the performer focuses on the ball and nothing else.

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16
Q

STM - Example - MSM netball = receiving a pass from a teammate

A

STM:
Incoming information is interpreted about the ball including the speed, the direction + the direction away from you. Information is encoded + the flight of the ball is remembered. Info is chunked organised e.g. the teammates’s position, the type of pass, the flight of the ball, how to get into a space, ready to receive the pass e.g. dodging, driving - all organised in the brain. This encoded info is sent to LTM.

17
Q

LTM- Example - MSM netball = receiving a pass from a teammate

A

LTM:
Comparison is made with info stored about precious experiences + learned movement patterns e.g. how to dodge/ drive to get into a space and/or lose a defender, where other teammates may be in a set play - the way the player has caught the ball successfully before. Encoded info from STM is recognised, relevant performance remembered. This is decoded + sent to the STM to carry out the response of catching the ball.

18
Q

levels of processing model

A
  • developed to explain how memory works + opposes the view that there are set memory stores shown in MSM
  • seeks to explain what we do with info rather than how it is stored
  • the deeper the info is stored, the longer the memory or memory trace will last
19
Q

when will info be more likely to be processes + deeply transferred to LTM? (LoP)

A

info more likely to be processed deeply + transferred to LTM:

  • considered
  • understood
  • has meaning

meaning is more important than repitition

20
Q

depth of processing

A

how much the info is considered

21
Q

memory trace

A

when the brain cells retain or store info

22
Q

three levels of processing (LoP)

A
  • structural (eye)
  • phonetic (ear)
  • semantic (?)
23
Q

structural - (LoP)

A

paying attention to what the words look like
= shallowest level of processing

24
Q

phonetic - (LoP)

A

involves processing the sounds of words/ instructions = instructions

25
Q

semantic - (LoP)

A

considers the actual meaning of the words
= deepest level of processing
= reasoning for instructions/ why do you need to do them?

e.g. when surfing, make sure feet are shoulder-width apart so you have wide base of support to stop you falling over

26
Q

ads of MSM

A
  • simplifies the memory process to help us understand it
  • gives us an explanation of why some people with brain damage may have dysfunctional memory or amnesia = distinction between STM + LTM - e.g, remember things from long time ago but not what just happened
27
Q

disads of MSM

A
  • simplifies the memory process to help us understand it = far more complex than it seems
    = doesn’t explain why we remember different types of info e.g. a diagram of info vs explanation of info from coach
  • interaction between STM + LTM is far more complicated, so doesn’t explain the interaction well
28
Q

ads of LoP

A
  • explains that the longer we consider + analyse info, the more we remember it
  • explains that if we understand info well, we are likely to remember it
  • coaches who have a good understanding of their sport + explain skills and strategies to performers will remember the coaching points clearly
    = if they don’t understand how to perform it themselves, them they can’t give meaning to why something happens when teaching
29
Q

disads of LoP

A
  • doesn’t take info account individual differences = some people can remember things really well despite not giving it a lot of attention
  • the longer the time it takes for us to process the info doesn’t always lead to a deeper processing so we don’t always remember the info
  • difficulty in defining what ‘deep processing’ actually involves - in merely describing the brain as processing info ‘deeply’ - what does this mean?
30
Q

what will help a player commit info to their LTM?

A
  • rehearsal
  • meaningfulness
  • mental imagery
  • chunking + chaining
  • avoiding info overload
  • using associations
31
Q

rehearsal - committing info to LTM

A

e.g. repeatedly practising their dribbling will allow them to commit the relevant info to their LTM stores

32
Q

meaningfulness - committing info to LTM

A

e.g. if the athlete is able to give the action meaning
= by understanding the importance fo dribbling in hockey, they will have more chance of committing it to their LTM

33
Q

mental imagery - committing info to LTM

A

e.g. if the athlete could use mental imagery before competitions to imagine themselves performing a successful dribble = help rehearse movement even when they’re not playing

34
Q

chunking + chaining - committing info to LTM

A

e.g. the athlete can try to group info about the movement into one chunk/ a continuous chain of info which can aid memory storage = takes up less space

35
Q

avoiding info overload - committing info to LTM

A

e.g. the athlete should focus on practising the skill in isolation to begin with, + learn to use selective attention to avoid processing irrelevant info –> negatively impact their ability to process the desired info

36
Q

using associations - committing info to LTM

A

e.g. the athlete should associate the movement with sounds, feelings and as many other senses as they can

Skill Aquisition (9 decks)

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