Transcript Chapter 10. Memory Conponenet, Forgetting and Strategies

Chapter 10
Memory Components, Forgetting,
and Strategies
Concept: Memory storage and retrieval influence motor
skill learning and performance
Memory Structure
Definition of memory: Our capacity to remember
– Tulving (1985) - Memory is the capacity that
permits organisms to benefit from past
experiences
Memory structure comprised of two functional
systems
– Working memory
– Long-term memory
Memory functions
– Storage of information
– Retrieval of information
– System specific functions
Two-Component Memory Model
Working Memory
Long-Term Memory
Sub-systems:
Phonological loop
Visuospatial sketchpad
Central executive
Sub-systems:
Procedural memory
Semantic memory
Episodic memory
Working Memory (WM)
Memory system associated with sensory,
perceptual, attentional, and short-term memory
processes
– Involved in all situations requiring temporary use and
storage of information
Function: Enables people to respond according
to the demands of a “right now” situation
– Critical role in decision making, problem solving,
movement planning and execution
– Interacts with long-term memory
– Interactive workspace
Three Types of Memory Systems in
Working Memory
Phonological loop – inner ear, inner
voice
Visuospatial sketchpad – mind’s eye
Central executive – coordinated the
information in working memory
Working Memory Storing of
Information
Duration:
– Maintains information for 20-30 sec. before
losing parts of info
See Adams & Dijkstra (1966) experiment
Capacity
– Can store ~ 7 items (+/- 2)
– Person can increase capacity
“Chunking”
Working Memory Processing of
Information
Information processed to allow person to
achieve action goal or goal of problem at
hand, e.g.
– Remember how to perform an action as just
instructed
– Solve a specific movement problem: e.g., how
to throw a ball to another person; how to fit
together the pieces of a puzzle
Long-Term Memory (LTM)
Serves as the more permanent storage
repository of information
Function: Allows people to have
information about specific past events as
well as general knowledge
Duration: Unknown since we cannot
satisfactorily measure duration of info in
LTM
Capacity: Relatively unlimited
Three Types of Memory Systems in
Long-Term Memory
Procedural: Stores information about “how
to do” specific activities, e.g. motor skills
Semantic: Stores our general knowledge
about the world based upon experiences,
e.g. concepts
Episodic: Stores our knowledge about
personally experienced events
– Allows us to “travel back in time”
Distinguishing Between Knowing
What to Do and How to Do
A common approach to classifying the types of
knowledge in the episodic and semantic memory
systems in LTM describes the knowledge as
– Declarative knowledge
Knowledge that can be verbally described (i.e., “what to do”
to perform a skill)
– Procedural knowledge
Knowledge that enables the person to actually perform a skill
(i.e., know “how to do” a skill)
Typically this knowledge is not verbalizable or difficult to
verbalize
Consider distinction between verbally describing how to
tie your shoes and actually tying them
Remembering and Forgetting
Terminology
Encoding: Process of transforming to-beremembered information into a form that can be
stored in memory
Storage: Process of placing information in longterm memory
Rehearsal: Process that enables a person to
transfer information from working to long-term
memory
Retrieval: Process of searching through LTM for
information needed for present use
Assessing Remembering and
Forgetting
Explicit memory tests
– Recall test
– Recognition test
Implicit memory tests
– Assess info in memory that is difficult to
verbalize or may not be verbalizable (i.e., info
that would not be accessed on an explicit
memory test)
Causes of Forgetting
Trace decay
– Working memory
– LTM
Proactive interference
– Working memory
– LTM
Retroactive interference
– Working memory
– LTm
Movement Characteristics Related
to Memory Performance
Location and distance characteristics
– Movement end-point location remembered better than
movement distance
– Arm movement end-location within the person’s own
body space remembered better than outside body
space
– Implications for teaching motor skills
Emphasize limb movement end-points or key spatial
positions during movement
Meaningfulness of the movement
– Movement becomes meaningful if they can relate the
movement to something they know
Strategies that Enhance Memory
Performance
Increasing a movement’s meaningfulness
– Visual metaphoric imagery
Person thinks of producing a metaphoric image related to the
movement
– Verbal label
Attach a specific label to the movement
The intention to remember
– Intentional and incidental memory
Subjective organization
– Organizing sequences of movements
Practice-Test Context Effects
Encoding Specificity Principle
(Tulving & Thomson, 1973)
– Refers to the relationship between memory
encoding and retrieval process
– States that the more the test context
resembles the practice context, the better the
retention performance
What are some implications of this
principle for practicing motor skills