memory

Question 1

whats the order of the memory store relationship?

Answer 1

1. STSS (short term sensory store)
2. SA (selective attention)
3. STM (short term memory)
4. LTM (long term memory)

Question 2

1 - explain the STSS

Answer 2

The short term sensory store (DETECTION)
all information enters (relevant and irrelevant) via sense organs.
- virtually limitless capacity
- max 1 second
- if information is not considered important or attended to it is then lost.

Question 3

2 - explain Selective attention

Answer 3

Filtering system, filters out irrelivant information and keep relevant information.
If information from STSS is not attended to it is FORGOTEN

Question 4

3 - explain STM

Answer 4

short term memory store (COMPARISON)
* holds information that has been attended to
* DURATION - can hold information for about 30 seconds before lost
* CAPACITY - 7+/-2 peices of information. which can be improved by ‘chunking’ or sub-verbal repitition
-** if information is processed (rehearsed) it is more likely to be passed to LTM**

Question 5

4 - LTM

Answer 5

long term memory (RECOGNITION)
* motor programmes stored here
* limitless capacity and held for long durations
* stores past experiences
information held in STM is COMPARED to LTM and is either RECOGNISEDor not.
HOWEVER IT IS OFTEN DIFFICULT TO RECALL

Question 6

what factors effect memory retention?

Answer 6

CALORI
- CHUNKING E.g. BEEF for basketball free throw (balance, elbow, eyes, follow through)
- AVOID INTERFERANCE - avoid learning two simular bits of information after each other, allow it to sink in. e.g. learning badminton long serve and badminton short serve
- LINK - link training sessions. link old information with new information
- ORGANISATION - e.g. a gymnast must practice putting all their moves together into a sequence
- REHEARSAL - continued practice and reinforcement. e.g. practice golf swing until you can remember the feel
- IMAGERY - create a ‘mind picture’

Question 7

what other methods are their to enhance learning besides CALORI?

Answer 7

• avoid giving to much information
• make sure learner is paying attention
• encourage practice soon after demonstration
• emphasis key points
• ‘chunk’ infomation E.g. BEEF for basketball free throw (balance, elbow, eyes, follow through)
• make information more meaningful
• get learner to repeat points verbally