Memory

Question 1

What are the six stages of the multi-store model of memory processes?

Answer 1

Short term sensory store 
Selective attention 
Short term memory 
Rehearsal/ repetition 
Long term memory 
Retrieval

Question 2

Describe the short term sensory store

Answer 2

All information is held for between 0.25-1 second
Very large capacity
Separate store for each sense
Perceptual mechanism determines which info is important and so what we pay attention to
This filtering process is called selective attention (the recognition aspect of perception)
Irrelevant info is lost

Question 3

What stage comes between the short term sensory store and the short term memory?

Answer 3

Selective attention

Question 4

Describe short term memory

Answer 4

New information is compared to previously learned information to be stored in long term memory
This is the comparison aspect of perception
Limited capacity (generally 5-9 pieces of info for up to 30 seconds)
Information can be increased by linking or chunking them to remember it as one
The process by which info is selected and rehearsed to be passed into the long term memory is called encoding

Question 5

What stage comes between short term memory and long term memory?

Answer 5

Rehearsal/ repetition

Question 6

Describe the long term memory

Answer 6

Where info that is well rehearsed is stored
Limitless capacity info held for a long time (up to permanent)
Motor programmes stored here as a result of practice
Recognition part of the perception process where memory is retrieved and compared with new info to see if it can be recognised

Question 7

What stage may occur between long term memory and short term memory?

Answer 7

Retrieval

Question 8

Name the three components of memory

Answer 8

Short term sensory store, short term memory and long term memory

Question 9

What is selective attention?

Answer 9

The focus of relevant info to transfer it to the short term memory
Importance of this indicated by theories that suggest we have unlimited memory capacity
Focusing on important info and ignoring irrelevant info helps us to react quickly
E.g. sprinter focuses on the gun and not the crowd

Question 10

Describe rehearsal

Answer 10

Expert performers will practice the skill till it becomes well grooves which carries the imagery of the skill to and from the short and long term memory to establish a memory trace which helps both retrieval and retention

Question 11

What is a memory trace?

Answer 11

A long term change in the brain such as an experience stored in the memory

Question 12

Describe association/ linking

Answer 12

Associating new info with previously learned knowledge
Due to the limitation of the short term memory, the coach should give three coaching point to master initially and then three more progressively

Question 13

Describe simplicity

Answer 13

Learners should be given plenty of time to learn new information
Similar information should not be taught close together as this may cause an interference e.g. someone learning to swim should be taught no more than one one stroke in a lesson

Question 14

Describe organisation

Answer 14

Info is easier to remember when organised in a meaningful way
It is believed that trampolining sequences will be remembered more easily if the individual movements are practised together in order as a chain

Question 15

Describe imagery

Answer 15

Info is remembered better with a mental image of the desired performance
Demos are vital
Words can be linked e.g. learning to belay “hand to knee and 1, 2, 3”

Question 16

Describe meaningfulness

Answer 16

The learner must be made aware that the information they are learning is relevant to them

Question 17

Describe chunking

Answer 17

Info can be grouped together to be dealt with at one time
Autonomous performers use chunking to assess the whole field of play to recognise patterns and anticipate what will happen
Important in short term memory due to its limited capacity
E.g. if the correct position of hand, stance and body weight are all remembered as ‘preparation’ then the performer can focus on cues in the game using their short term memory

Question 18

Describe uniqueness

Answer 18

If the info is presented in a way that is perceived to be unusual then it is more likely to be remembered

Question 19

Describe enjoyment

Answer 19

If the teacher can ensure the entertainment of the performer learning information then it is more likely to be remembered

Question 20

Describe positive reinforcement

Answer 20

Praise and encouragement when learning a skill will aid retention

Question 21

Describe the levels of processing theory

Answer 21

We are more likely to remember things that are processed more ‘deeply’ to do this we need to understand, consider and know its meaning on three levels

Question 22

What are the three levels of the processing theory?

Answer 22

Structural - looking at the word
Phonetic - the sound of the word
Somatic - the meaning of the word

Question 23

Give five characteristics that aid memory

Answer 23

Repetition, relevance, association, organisation, imagery and avoidance of overload