Ch. 11 Flashcards
Function of Memory
Serves as sources of information for personal identity
Stores knowledge and makes learning possible
Gained through learning experiments
Frees behavior from control by the present
Respond to past events
Reflect on past events
While planning the future
Four Aspects of Atkinson & Shiffrin’s Multistore Model (1968, 1971)
Memory conceptualized as a set of clearly defined structures (i.e., hardware) in which various types of processing occurred (i.e., software).
Each structural store was differentiated on the basis of retention characteristics and type of processing activities.
Control processes were responsible for coding rehearsal, organization, retrieval of stored memories
This model was comprised of three memory structures: sensory register, short‑term store, and long‑term store.
LEVELS‑OF‑PROCESSING FRAMEWORK (Craik & Lockhart, 1972)
Focus on how information is processed at different levels (depth) within a unitary memory structure.
Two primary factors determine how much information is stored in memory:
Number of memories capable of being processed at any one time
Depth to which the incoming information is processed.
To enhance the depth of processing, there are three prerequisites: multisensory processing, emotionalization, and clear intention
Criticisms of the Framework
-Difficulty in quantifying the levels of depth
Equipotentiality: the idea that no one area of the cortex is more likely than other to be involved in the storage of memories.
Equipotentiality:
the idea that no one area of the cortex is more likely than other to be involved in the storage of memories.
RELATIONSHIP BETWEEN LEARNING AND MEMORY
Changing roles for memory in skill acquisition
First Stage ‑ Declarative Knowledge
Second Stage ‑ Knowledge Compilation
Third Stage ‑ Procedural Knowledge
First Stage ‑ Declarative Knowledge
Factual information about skill is interpreted and used to generate a solution.
Continual rehearsal of information.
Second Stage ‑ Knowledge Compilation
Learner begins to apply knowledge directly to task.
No need for intermediary interpretation.
Third Stage ‑ Procedural Knowledge
Fine tuning of procedural knowledge.
Theories of Forgetting
Trace Decay Theory
Inappropriate Retrieval Cues
Interference Theory
Trace Decay Theory
Information is lost over time because of lack of use “Use it or lose it” Passive theory of forgetting
Inappropriate Retrieval Cues
Information is there, just not able to be brought forward
Interference Theory
Active theory of forgetting Memory is degraded by other events
Types of interference
Proactive Interference - Skill learned before interferes with the learning of a new skill
Retroactive Interference - Skill learned after a new skill interferes with the recall of the new skill
Proactive Interference
Skill learned before interferes with the learning of a new skill
Retroactive Interference
Skill learned after a new skill interferes with the recall of the new skill
FACTORS INFLUENCING MEMORY SKILL
Movement Skill Characteristics
The Level of Initial Learning
The Learner
Disorders of Memory
Movement Skill Characteristics:
Continuous vs. discrete or procedural motor skills more resistant to forgetting.
Different forgetting rates due to organizational complexity of skill
Meaningfulness of movement
Length of a series of movements (primacy and recency effects)
The Level of Initial Learning
How well a skill is initially learned determines forgetting rate.
Level at which mastery criterion is set.
The Learner:
Ability level and past experiences.
Disorders of Memory
Anterograde amnesia - Inability to recall recent events
Retrograde amnesia – Difficulty in retrieving remote events
APPLICATION OF THEORY
The learning and subsequent recall of movement skills can be enhanced by:
Increasing the amount of original learning
Fostering understanding of the task to be learned
Mnemonics (Memory Aids)
Contextual interference during practice
Spacing of practice
Practice/performance similarity
