Memory Components, Forgetting, and Strategies Chapter 10 Memory Components, Forgetting, and Strategies Concept: Memory storage and retrieval influence motor skill learning and performance ©2011 McGraw-Hill Higher Education. All rights reserved

©2011 McGraw-Hill Higher Education. Memory Structure Definition of memory: ________________________ Memory is: “the capacity that permits organisms to benefit from past experiences” [Tulving, 1985] Memory structure comprised of two functional systems _________________________ Memory functions _____________________________ ©2011 McGraw-Hill Higher Education. All rights reserved

Two-Component Memory Model [Figure 10.1] _________________ Sub-systems: Phonological loop Visuospatial sketchpad Central executive _______________ Sub-systems: ________________ ©2011 McGraw-Hill Higher Education. All rights reserved

________________________________ Memory system associated with sensory, perceptual, attentional, and short-term memory processes ___________________________________________________________________________________________ Function: Enables people to respond to the demands of a “right now” situation ____________________________________________________________________________________________ Interacts with long-term memory Serves as an interactive workspace ©2011 McGraw-Hill Higher Education. All rights reserved

©2011 McGraw-Hill Higher Education. Working Memory, cont’d Duration: ______________________________________________________________ See Adams & Dijkstra (1966) experiment Capacity ______________________________ Person can increase capacity “Chunking” ©2011 McGraw-Hill Higher Education. All rights reserved

Working Memory Processing of Information Information processed to allow person to achieve action goal or goal of problem at hand, e.g. ______________________________________________________________ ______________________________e.g. how to throw a ball to another person how to stand up from a new chair ©2011 McGraw-Hill Higher Education. All rights reserved

Long-Term Memory (LTM) ________________________________________________________________ Function: ________________________ ______________________________________________________________________ Duration: Unknown since we cannot satisfactorily measure duration of info in LTM Capacity: Relatively unlimited ©2011 McGraw-Hill Higher Education. All rights reserved

Three Types of Memory Systems in Long-Term Memory __________________: Stores information about “how to do” specific activities, e.g. motor skills _____________: Stores our general knowledge about the world based upon experiences, e.g. concepts __________: Stores our knowledge about personally experienced events Allows us to “travel back in time” ©2011 McGraw-Hill Higher Education. All rights reserved

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 __________________________ Knowledge that can be verbally described (i.e., “what to do” to perform a skill) ___________________________ 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 ©2011 McGraw-Hill Higher Education. All rights reserved

Remembering and Forgetting Terminology ____________: Process of transforming to-be-remembered information into a form that can be stored in memory ____________: Process of placing information in long-term memory _____________: Process that enables a person to transfer information from working to long-term memory _____________: Process of searching through LTM for information needed for present use ©2011 McGraw-Hill Higher Education. All rights reserved

Assessing Remembering and Forgetting Explicit memory tests _____________ Implicit memory tests ______________________________________________________________(i.e., info that would not be accessed on an explicit memory test) Each provides different info about what has been remembered or forgotten ©2011 McGraw-Hill Higher Education. All rights reserved

_____________________________ Working memory LTM ____________________ ______________________ ©2011 McGraw-Hill Higher Education. All rights reserved

Movement Characteristics Related to Memory Performance Location and Distance Characteristics _______________________________________________________________________ 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 ©2011 McGraw-Hill Higher Education. All rights reserved

Strategies that Enhance Memory Performance Increasing a movement’s meaningfulness _________________________________ Person thinks of producing a metaphoric image related to the movement ______________________________ Attach a specific label to the movement The intention to remember _____________________________________ Subjective organization ©2011 McGraw-Hill Higher Education. All rights reserved

Practice-Test Context Effects Encoding Specificity Principle (Tulving & Thomson, 1973) Refers to the relationship between memory encoding and retrieval process ___________________________________________________________________________________________________________ What are some implications of this principle for practicing motor skills? ©2011 McGraw-Hill Higher Education. All rights reserved