A2 - memory models Flashcards
Two memory models
- multi-store memory model
- levels of processing model
Encoding
The conversion of information into codes - visual, auditory + semantic
Storage
Retention of info over a period of time
Retrieval
Recovery of stored info = depends on how well known the info is + how much there is of it
Components of the multi-store model
SM/ STSS = sensory memory/ short term sensory store
STM = short-term memory
LTM = Long-Term memory
SM of multi-store memory model
- 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
Selective attention
When relevant info is filtered through into the STM + irrelevant info is lost or forgotten
STM
- ‘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
Rehearsal loop
Rehearsal allows important info that is stored in the STM to be encoded + transferred to the LTM
Transfer
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
Chunking
Different (smaller) pieces of info can be grouped/ chunked together + then remembered as one piece of info
LTM
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
Give an example for STM
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
Give an exams for rehearsal + transfer
By repeatedly rehearsing the same movement, the tennis player will be able to improve their storage of important info…which can be transferred
SM - Example - MSM netball = receiving a pass from a teammate
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.
STM - Example - MSM netball = receiving a pass from a teammate
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.
LTM- Example - MSM netball = receiving a pass from a teammate
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.
levels of processing model
- 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
when will info be more likely to be processes + deeply transferred to LTM? (LoP)
info more likely to be processed deeply + transferred to LTM:
- considered
- understood
- has meaning
meaning is more important than repitition
depth of processing
how much the info is considered
memory trace
when the brain cells retain or store info
three levels of processing (LoP)
- structural (eye)
- phonetic (ear)
- semantic (?)
structural - (LoP)
paying attention to what the words look like
= shallowest level of processing
phonetic - (LoP)
involves processing the sounds of words/ instructions = instructions
semantic - (LoP)
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
ads of MSM
- 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
disads of MSM
- 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
ads of LoP
- 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
disads of LoP
- 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?
what will help a player commit info to their LTM?
- rehearsal
- meaningfulness
- mental imagery
- chunking + chaining
- avoiding info overload
- using associations
rehearsal - committing info to LTM
e.g. repeatedly practising their dribbling will allow them to commit the relevant info to their LTM stores
meaningfulness - committing info to LTM
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
mental imagery - committing info to LTM
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
chunking + chaining - committing info to LTM
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
avoiding info overload - committing info to LTM
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
using associations - committing info to LTM
e.g. the athlete should associate the movement with sounds, feelings and as many other senses as they can
