2.1.8. Memory

Question 1

Perception

Answer 1

• Stimulus identification
• As information is received from the environment the performer needs to make sense of it
• To interpret and identify elements which are relevant and important
• Consists of detection, comparison and recognition

Question 2

Selective attention

Answer 2

• The process of sorting out relevant bit s of important
• Irrelevant information is filtered and and not attended to
• Attention passes the information to the STM which gives time for conscious analysis
• A good performer can focus totally on an important aspect of his/her skill, sometimes a performer may want to concentrate on several things at once

Question 3

Input

Answer 3

Refers to the information received from the surroundings

Question 4

Short term sensory store

Answer 4

• The area of the brain which receives information and holds it for a short period after it has been deemed worthy of attention

Question 5

Short term memory

Answer 5

• The part of the brain which keeps information for a short period after it has been deemed worthy of attention
• Known as working memory
• Can carry between 5-9 separate items of information
• Information can be used for problem
• Important information is encoded into the LTM for permanent storage

Question 6

Long term memory

Answer 6

• The part of the brain which retains information for long periods of time- up to the lifetime of the performer
• Very large storage capacity
• Information deemed unimportant is lost and forgotten and replaced by new information

Question 7

Strengths of Shriffrin and Atkinson’s model

Answer 7

• Easy to understand/ simple
• Give a realistic answer on how an individual deals with and filters information they take in
• Explains how an individual can deal with large amounts of information
• Long term element explains how an individual can perform a skill they haven’t done in a long time
• It’s true that info which is repeated and chunked is more likely to be stored in the LTM
• It’s true that some information is difficult to retrieve from the LTM to STM

Question 8

Weaknesses of the Atkinson and Shiffrin model

Answer 8

• Model is too simplistic
• Doesn’t explain why an individual might remember one type of info but not another
• Doesn’t quantify how much repetition results in LTM storage as not everything which is repeated is stored in the LTM
• Doesn’t account for individual differences in capacity and duration
• Doesn’t account for interest, motivation and concentration differences which influences memory

Question 9

Craik and Lockhart’s level of processing model

Answer 9

• Approach opposes view that there are set memory stores by the memory model
• The level of processing model seeks to explain what we do with the info rather than how it’s stored
• Model has no set structure
• How deeply we consider or process info dictates how long memory lasts

Question 10

What happens to info that is received by the brain?

Answer 10

It’s transferred into the LTM and therefore remembered more if the information:
- Is considered
- Is understood
- Has meaning

Question 11

How much the information is considered is called…

Answer 11

depth of processing

Question 12

The deeper the information is processed…

Answer 12

the longer the memory trace will last

Question 13

Structural level of processing

Answer 13

What the info looks like

Question 14

Phonetic level of processing

Answer 14

What the info sounds like

Question 15

Semantic level of processing

Answer 15

What the info means

Question 16

Deeper processing

Answer 16

• Semantic
• When utilising demos and instructions to teach skills, they need to have meaning for performers
• The more information means to the performers, the more likely it is they will remember it
• Strong memory trace formed and long term retention of info that can help future performance

Question 17

Shallow processing

Answer 17

• Phonetic and structural
• Results in a weak memory trace being formed

Question 18

Strengths of the levels of processing model

Answer 18

• Shows memory is improved when it undergoes deeper processing
• Explains why some things are remembered better than others

Question 19

Weaknesses of the levels of processing model

Answer 19

• No model to explain it/ visualise it
• Simple explanation for a complex subject
• Doesn’t define deep processing
• The longer time it takes to process information doesn’t always lead to better recall

Question 20

Improving memory

Answer 20

• Repetition and overlearning
• Chunking
• Mental preparation
• Meaningful or relevant info
• Making info interesting and enjoyable
• Linking knowledge to previous experiences
• Positive feedback