Mmeory models Flashcards
The role of memory in sports performance
Memory is a critical part of information processing and the overall learning process
Memory is essential to reception, storage and retrieval of information:
RECEPTION (INPUT) - Our ability to receive relevant sensory information from receptors, selective attention and encoding
STORAGE (CENTRAL PROCESS) - Our ability to retain relevant sensory information, interpret it, and make decisions
RETRIEVAL (OUTPUT) - Our ability to send out the appropriate information (motor programmes) via the effector systems
What things make up Atkinson and Shiffrin’s multi store model
Input
Short term sensory store
Short term memory store
Long term memory store
Selective attention
Input - Atkinson and Shiffrin
All information in the form of data or sensory cues is detected from the environmental display. e.g. when catching the ball the cricketer will receive information about the ball, the batter and surrounding
players
Short term sensory store - Atkinson and Shiffrin
All sensory cues or data received.
Selective attention takes place so the most relevant cues receive focus e.g. the speed, direction and trajectory of the ball.
All irrelevant cues are filtered out of the system e.g. the batter and the surrounding fielders.
Relevant information is attended to and passed to short term memory
Capacity - Unlimited
Duration - Up to 1 second
Short term memory store - Atkinson and Shiffrin
‘Working memory’
Perception occurs e.g. the cricketer interprets the flight of the ball in order to make the catch.
Information or cues are rehearsed e.g. the flight of the ball is remembered.
Information is chunked in the brain e.g. the trajectory, speed and serve of the ball.
The information is compared with that stored in the LTM e.g. the trajectory of the ball in previous catches
Capacity - 7 +/- 2
Duration - Up to 30 seconds
Long term memory store - Atkinson and Shiffrin
Learned motor programmes of previous catches are stored in LTM.
Rehearsed Information is received from STM and past experiences of catching are compared and linked to the current movement requirements.
Successful performances are remembered.
Information is returned to/retrieved by STM e.g. the movement required for catching can now be performed
Capacity - Unlimited
Duration - Unlimited
The use of selective attention in the context of the multi-store
memory model
Helps us to concentrate or focus on a specific cue e.g. the spin on the
ball
Filters out unnecessary information e.g. the fielding team
Prevents overload - this speeds up the whole process or interaction between sensory memory, STM and LTM
Helps to make the passage of information through the model clear, which will help performance and learning
4 factors influencing selective attention
Experience level
Arousal level
Quality of instruction given
Intensity of stimulus
Ways to improve selective attention
Lots of relevant practice
Increasing the intensity of the stimulus
Use of language appropriate to the performer in order to motivate and arouse
Use past experience / transfer to help explanations
Direct attention
Generally what is Craik and Lockhart’s memory model
This memory model was put forward as a criticism of the multi-store model
Instead of concentrating on the stores this theory concentrates on the depth of processing
Depth of processing influences memory retention
Shallow processing - Craik and Lockhart
Shallow processing = shorter lasting memories
Occurs by recognising the physical or sensory features of a stimulus or group of stimuli .
It involves processing…
1. What the stimulus looks like e.g. the shape and flight of the football or tennis ball.
This is structural processing.
2. What the stimulus sounds like e.g. the noise made by the ball.
This is phonemic processing (intermediate processing)
Shallow processing comes from what Craik and Lockhart called maintenance rehearsal
Shallow processing results in a weak memory trace being formed, and only short term retention of information
Deep processing - Craik and Lockhart
Deep processing = longer lasting memories
Occurs by understanding the meaning of the stimulus or group of stimuli.
It involves processing…
How the stimulus relates to previously stored stimuli e.g. the player may have experienced a similar ball flight before and…
The importance of the stimulus e.g. the flight of the ball has given a goal scoring opportunity before.
This is semantic processing.
Deep processing comes from what Craik and Lockhart called elaborative rehearsal.
Deep processing results in a strong memory trace being formed, and long term retention of information that can help future performance
2 advantages of the multi store model
Simplifies the memory process to aid understanding.
Explains how those with brain damage may have amnesia, as it shows a distinction between STM and LTM
2 disadvantages of the multi store model
Too simplified – doesn’t explain why we remember different types of information
Does not effectively prove the distinction between STM and LTM or the interaction between the two.
2 advantages of Craik and Lockhart’s levels of processing model
Explains well that if we understand some information then we are more likely to remember it.
Explains well that the longer we consider or analyse information the more we remember it.
2 disadvantages of Craik and Lockhart’s levels of processing model
Depth of processing does not always help us remember.
Difficulty in defining what ‘deep’ processing actually involves.
Doesn’t take into account individual differences in retaining information
Strategies to improve retention - C+L
Avoid overload
Rehearsal
Meaningfulness
Association
Organising information
Mental imagery
Intensify the stimulus
Explain / Analyse
How Organising information, avoid overload, Intensify the stimulus
and Explain / Analyse work to improve retention
EXPLAIN / ANALYSE - Educate the performer with analysis of the skill / information being learned
Explain what to do and how to do it to someone else
INTENSIFY THE STIMULUS - Make stimulus more recognisable/intense
AVOID OVERLOADING - Keep information / instruction simple and clear (KISS - keep it simple stupid)
Allow new information to ‘sink in’ thus avoiding potential confusing
ORGANISATION - More information can be held in STM if information is grouped together (Chunking)
How Rehearsal, Meaningfulness, Association work to improve retention
MEANINGFULNESS - Make the process of learning more relevant to ensure the information is meaningful
ASSOCIATION/LINKING - Link new information with familiar information thus associating it with something already known
PRACTICE/REHEARSAL - Practice makes perfect
Repetition of any information or skill will enable more effective retrieval in both the STM and LTM
