Memory Flashcards
Memory ?
- Memory is so important for sports performers, whether they are learning new skills or developing previously acquired skills and strategies.
- Remembering the correct techniques as well as the tactics required to be effective in sport is crucial to all sports performers.
- Most psychologists do not view memory as an entity, but rather a process involving the processing of information by the brain.
- The brain is viewed as actively altering and organising information rather than merely recording it.
What are the 3 processes in remembering info ?
Who proposed it ?
This process was developed by Atkinson and Shiffren and is known as the multi-store memory model.
1) Encoding
2) Storage
3) Retrieval
1) Encoding ?
Encoding
- This involves the conversion of information into codes called visual codes, auditory codes and semantic codes. The latter is the conversion of information according to meaning
For example, if we hear the coach tell us a tactical play in basketball, we may not remember it word for word, but we will remember the essential meaning.
Storage ?
This concerns the retention of information over a period of time.
Retrieval ?
- This involves recovering the information that has been stored.
The success of this retrieval depends on how well known the information is and how much there is of it.
Memory is very important in processing information. Our previous experiences affect how we judge and interpret information and the course of action we take.
The memory process is complex, and although there has been much research in this area, it is still not understood fully.
However, simplified models such as the multi-store memory model have been developed to try to explain the process.
The basic model describes memory as essentially a three-stage process: short-term sensory store → short-term memory → long-term memory (pic below)
All relevant information that is selected passes through the short-term memory.
The process of chunking (organisation of information) can help a performer deal with larger amounts of information. Items of information need to be rehearsed before they can be stored in the long-term memory.
Draw the multi store model of memory ?
Sensory memory –> STM –> LTM
To get from STM towards LTM = Rehearsal
To get from LTM towards STM = retrieval
(see notes)
Describe the short term sensory stores ?
Short-term sensory stores
Information in the form of stimuli enters the brain from the environment.
Each store has a large capacity, but information is stored for only between a quarter and one second before it is filtered.
This filtering takes place in the stimulus identification stage.
Selective attention takes place in the short-term sensory stores. This process is particularly important in sport, where quick reactions depend on being able to concentrate on important information and to shut out distractions.
Short term memory ?
This has been named the ‘workspace’ or the ‘working memory’ because this is where the information is used to decide what needs to be done.
Only a limited amount of information can be stored in the short-term memory (research is ambiguous but points to about seven pieces of information) and it is held for only a brief time (about 30 seconds).
To extend this time, the performer would have to rehearse the information, through
1) imagery or sub-verbal repetition (by talking to yourself). Information can also be held in the short-term memory through a process called 2) chunking. For example, instead of trying to remember each separate move made by each player in a line-out in rugby, or a penalty corner in hockey, a player might remember the whole drill as a single number.
If information is considered important enough and. is rehearsed, it can be passed into the long-term memory. This process is called encoding the information.
Information that is not considered important, or is not rehearsed, is usually lost because it does not go into the long-term memory.
Long term memory ?
This store of information has almost limitless capacity and holds information for long periods of time.
The stored information has been encoded. Information is stored in that long-term memory possibly by associating it with other information or with meaning.
Meaningless items are usually not stored for long periods of time - for example, in swimming you may be aware of the depth notices on the side of the pool, but these may be largely meaningless to your performance in a swimming race.
Motor programmes are stored in the long-term memory because they have been rehearsed many times. The process of continued rehearsal leads to a skill being almost automatic, and the process of learning by rehearsal is often referred to as ‘overlearning’. If you are using particular motor skills regularly, you are more likely to remember them - for example, once you have learned to swim, you are unlikely to forget. Recall of information passes from long-term memory back to short-term memory.
Example = once you learn to swim you never really forget
Craik and Lockharts level of processing model ?
This approach, developed by Craik and Lockhart in 1972, is used to explain how memory works and the opposite view that there are set memory stores shown by the multi-store memory model. The levels of the processing model seeks to explain what we do with the information rather than how it is stored. How deeply we consider or process information dictates how long the memory lasts.
Information received by the brain will be transferred to the long-term memory and therefore remembered more if the information:
* is considered
* is understood
* has meaning (related to past memories).
Therefore, according to this approach, the meaning of the information is much more relevant than mere repetition.
How much this information is considered is called the ‘depth of processing.
The deeper the information is processed, the longer the memory or memory trace will last.
3 possible levels related to processing verbal information ?
This approach identifies three possible levels related to the processing of verbal information:
1) Structural level - this involves paying attention to what the words look like. This is a shallow level of processing.
2) Phonetic level - this involves processing the sounds of words.
3) Semantic level - this considers the actual meaning of words, which is the deepest level of processing.
Levels of learning related to learning, demonstrations etc + a practical example ?
With the levels of processing approach to learning movement skills, instructions and demonstrations need to be able to show or elicit meaning from the activity - the more information means something to the performer, the more likely it is that they will remember it.
A practical example = of this approach in action might be a gymnastics coach explaining why it is important to take a tuck position in a somersault to ensure greater speed in rotation. The performer is more likely to understand why she has to assume a tuck position and therefore more likely to remember this action.
Advantages of the multi store model of memory ?
- Simplifies the memory process to aid understanding.
- Explains how those with brain damage may have dysfunctional memory or amnesia, showing a distinction between short-term and long-term memory.
- explains how we retain info
- LTM explains how we can perfprm skills after a long period
- It is true chunking + repitition aids LTM
Disadvantages of the multi store model of memory ?
- Too simplified - does not explain why we remember different types of information. For example, we might more easily remember a coach’s explanation of a sports technique rather than a simplified diagram.
- Does not effectively prove the distinction between short-term memory and long-term memory and does not effectively explain the interaction between short-term and long-term memory.
- does not quantify how much repetition is needed
Advantages - levels of processing model
- Explains well that if we understand some information, we are more likely to remember it - coaches have often stated that they understand their sport more now because they have to explain its skills and strategies and therefore remember more clearly the coaching points to be made to performers.
- Explains well that the longer we consider and analyse information, the more we remember that information.
