Ch. 11

Question 1

Function of Memory

Answer 1

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

Question 2

Four Aspects of Atkinson & Shiffrin’s Multistore Model (1968, 1971)

Answer 2

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.

Question 3

LEVELS‑OF‑PROCESSING FRAMEWORK (Craik & Lockhart, 1972)

Answer 3

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.

Question 4

Equipotentiality:

Answer 4

the idea that no one area of the cortex is more likely than other to be involved in the storage of memories.

Question 5

RELATIONSHIP BETWEEN LEARNING AND MEMORY

Answer 5

Changing roles for memory in skill acquisition

First Stage ‑ Declarative Knowledge
Second Stage ‑ Knowledge Compilation
Third Stage ‑ Procedural Knowledge

Question 6

First Stage ‑ Declarative Knowledge

Answer 6

Factual information about skill is interpreted and used to generate a solution.
Continual rehearsal of information.

Question 7

Second Stage ‑ Knowledge Compilation

Answer 7

Learner begins to apply knowledge directly to task.

No need for intermediary interpretation.

Question 8

Third Stage ‑ Procedural Knowledge

Answer 8

Fine tuning of procedural knowledge.

Question 9

Theories of Forgetting

Answer 9

Trace Decay Theory
Inappropriate Retrieval Cues
Interference Theory

Question 10

Trace Decay Theory

Answer 10

Information is lost over time because of lack of use “Use it or lose it” Passive theory of forgetting

Question 11

Inappropriate Retrieval Cues

Answer 11

Information is there, just not able to be brought forward

Question 12

Interference Theory

Answer 12

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

Question 13

Proactive Interference

Answer 13

Skill learned before interferes with the learning of a new skill

Question 14

Retroactive Interference

Answer 14

Skill learned after a new skill interferes with the recall of the new skill

Question 15

FACTORS INFLUENCING MEMORY SKILL

Answer 15

Movement Skill Characteristics
The Level of Initial Learning
The Learner
Disorders of Memory

Question 16

Movement Skill Characteristics:

Answer 16

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)

Question 17

The Level of Initial Learning

Answer 17

How well a skill is initially learned determines forgetting rate.
Level at which mastery criterion is set.

Question 18

The Learner:

Answer 18

Ability level and past experiences.

Question 19

Disorders of Memory

Answer 19

Anterograde amnesia - Inability to recall recent events

Retrograde amnesia – Difficulty in retrieving remote events

Question 20

APPLICATION OF THEORY

Answer 20

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