memory Flashcards
identify the Atkinson & Shiffrin’s Multi-store Memory Model
short term sensory store —> short term memory <—-> long term memory
describe the short term sensory store of the Atkinson & Shiffren’s Multi-store memory model
- duration = up to 1 second
- capacity = unlimited
- senses detect stimuli/ information
- selective attention takes place
- only relevant information is passed into the short term memory
define selective attention
ignoring the irrelevant information and only concentrate on the relevant information
why is selective attention used
to speed up decision making in a game
describe the short term memory or the Atkinson & Shiffren’s Multi-store memory model
- duration = up to 30seconds
- capacity = 5-9 items
- retrieves information from the long term memory
- relevant infromation passed (encoded) to the long term memory
- information is chunked
describe the long term memory of the Atkinson & Shiffren’s Multi-store memory model
- duration = unlimited
- capacity = unlimited
- imformation stored in the long term memory
- information can be decoded back to the short term memory
describe the methods of improving the long term memory
- chunking
- rehearsal
- meaningful
- associations/ linking
describe the positives of the Atkinson & Shiffren’s Multi-store memory model
- simple to understand
- explains how an individual can deal with large amounts of information
- the long term memory element explains how an individual can perform a skill that they havent done for a long time e.g. riding a bike
- explains how information that isnt rehearsed gets forgotten
describe the negatives of the Atkinson & Shiffren’s Multi-store memory model
- model is too simple and hasnt been proven
- does not prove the distinction between STM and LTM
- does not quantify how much repetition results in LTM storage
- doesnt account for individual differences in capacity and duration
identify the sturcture of Craik & Lockhart’s level of processing memory mdoel
describe the 3 levels of processing of the Craik & Lockhart’s level of processing memory model
- structural: looks like (watch demonstration) shallow processing
- phonetic: sounds like (listen to coaching points) shallow processing
- semantic: meaning and understanding - deep processing
describe the factors which affect memory according to the Craik & Lockhart’s level of processing memory model
- how much consideration is given to the information
- whether infromation is understood
- whether infromation has meaning
- the deeper infromation is processed the more likely you will remember it (stored in LTM)
describe the positives of the Craik & Lockhart’s level of processing memory model
- explains that if we understand some information we are more likely to remember it
- explains that the longer we consider and analyse infromation we will remember it
describe the negatives of the Craik & Lockhart’s level of processing memory model
- taking longer to process information does not always led to better recall
- difficulty in defining what ‘deep’ processing actually involves
- does not take into account individual differences e.g. why do those who show more determination sometimes forget basic skills
state the 6 ways in which memory storage can be improved
- rehearsal
- chunking of information or organisation
- use of mental rehearsal
- meaningful/ relevant information
- making information more enjoyable
- association/ linking
describe rehearsal as a method of improving memory storage and give an example
- forming motor programmes using drills
- e.g. grooving a serve in tennis by serving repetitively
describe chunking or information as a method of improving memory storage and give an example
- can extend capacity of STM
- minimise number or complexity of stimuli
- makes it easier for info to be retained
- info stored in smalled amounts
e.g. remembering subroutines by using numbers or stories
describe mental rehearsal as a method of improving memory storage and give an example
- thinking through routines or patterns of movement
- develop mental strategies such as imagery/ meditation/ hypnosis
e.g. mentally focusing in on the pattern of the gym routine before performance
describe making information more interesting as a method of improving memory storage and give an example
- creating drills/ experiences that performer finds exciting
- identify the stimulus
e.g. coach develops skills in an exciting game competition in basketball
describe meaningful information as a method of improving memory storage and give an example
- understanding the usefullness of info
- being coached about how important remembering info is
e.g. a coach encourages the performer to understand the importance of remembering a short corner drill in hockey
