Memory Models

Question 1

Atkinson and Schiffen’s multi-store memory model (all information except process)

Answer 1

Encoding:

This is the conversion of information into codes, these can be:

• Visual codes
• Auditory codes
• Semantic codes:

  - the conversion of information according to meaning
  
  - For example basketball coach calls for a tactical play
  
  - You as the performer may not remember it word for word, but will remember the essential meaning

Storage:

• This concerns the retention of information over a period of time.

Retrieval:

• This involves recovering the information that has been stored.
• The success of such retrieval depends on how well known the information is and how much there is

All relevant information that is selected passes through the short term memory. The process of chunking can help a performer seal with larger amounts of information.

Chunking (definition)

Different pieces of information grouped together and then remembered as one piece of information

Selective Attention:

• Focus on relevant information
• discard less useful information

Encoding and decoding:

Information is passed into the long term memory through a process of encoding and sent back to the STM via decoding

Question 2

Multi-store memory model process

Answer 2

SHORT TERM SENSORY STORE (STSS)

• Limitless memory store for holding information for about 1 second
• Viewed as a subdivided part of short term memory (STM)
• Stimuli (sensory) are passed into and stored here very briefly and processed simultaneously before the next stream enters
• Selective attention selects the relevant stimuli and passes it on to the STM for further processing

SHORT TERM MEMORY (STM)

• Represents ‘working memory’ where information from the STSS and LTM are
  received and brought together
• It has a limited capacity; approximately 7 items
• Held for as long as the attention is held
• It is limited to the amount of time it can be stored; < 1 minute
• Information can be held through chunking

LONG TERM MEMORY (LTM)

• Contains well learned, retained and permanent coded information – collected over past experiences
• It is limitless in capacity and length
• Well learned and rehearsed movement skills from STM will eventually be stored here as motor programmes.
• Relevant information from LTM can be retrieved into STM workspace to be used for comparison, identify stimuli, for decision making or to select an appropriate motor programme

Question 3

Craik and Lockhart’s levels of processing model

Answer 3

The ‘levels of processing model’ seeks to explain what we do with the
information rather than how it is stored. How deeply we consider or process information dictates how long the memory lasts.

Information received by the brain will be transferred to the long term memory and therefore remembered more if the information:

• Is considered
• Is understood
• Has meaning (related to past memories)

Therefore, the meaning is more important than repetition. How much this information is considered is called the ‘depth of processing’. The deeper the information is processed the longer the memory or memory trace will last.

Memory Trace (definition)
When the brain cells retain or store information

3 Levels of processing

Structural Level

• This involves paying attention to what the words look like
• This is a shallow level of processing

Phonetic Level

• This involves processing the sounds of words

Semantic Level

• This considers the actual meaning of the words.
• Which is the deepest level of processing.

With this approach instructions and demonstrations need to be able to show meaning from the activity – the more it means something to the performer the more likely they are to remember it.

A gymnastics coach is explaining why it is important to take a tuck position in a somersault to ensure greater speed of rotation. The performer is more likely to understand why she has to assume a tuck position and therefore is more likely to remember the action.

Question 4

Multi-store memory model advantages (3) vs disadvantages (3)

Answer 4

Advantages

• Simplifies the memory process to aid understanding
• Explains how those with brain damage may have dysfunctional memory – shows a distinction between short and long term memory
• explains how we deal with large amounts of information

Disadvantages

• Too simplified – doesn’t explain why we remember different types
• Does not effectively prove the distinction between short-term memory and long term memory.
• Doesn’t account for individual differences

Question 5

Levels of processing advantages (2) vs disadvantages (3)

Answer 5

Advantages

• Explains well - that if we understand some information we are more likely to remember it
• Explains well - that the longer we consider and analyse information the more information we will remember

Disadvantages

• Longer processing time does not mean we will be able to recall it any better
• Difficult to define what is meant by deep processing
• Does not take into account individual differences

Question 6

Relation to the learning and performance of physical activity skills

Answer 6

Rehearsal
This can be useful for retrieval of information in both the short-term memory and the long term memory

• A tennis player will rehearse their serve physically as well as mentally
• Completed by practising the throw up, the preparation back swing, the strike and the follow through

Meaningfulness
The more the information is seen as relevant to our needs, the more likely we are to remember it, as shown in the levels of processing

• Tennis coach will show that the coaching information being given will raise the player’s performance levels

Association
If new information is linked somehow to old information, it is more likely to be remembered, thus associating it with something already known, especially relevant to the levels of processing approach

• The tennis coach will show the player that the new information regarding technique is simply an adaptation of the old serve, so the learning of a whole new skill is not required

Avoiding overload
Any new information must be allowed to ‘sink in’ thus avoiding potential confusion, relating particularly to the multi-store memory model,

• Tennis coach will only give out a few points for the player to remember before each match

Organise information
Chunking can expand the STM store.

Complex pieces of information should be grouped to aid understanding relevant to the multi-store memory model.

• The trampolinist will remember a complex sequence by mentally putting together the small moves to make bigger ones

Mental Imagery

A performer will often remember a visual representation far more than verbal instructions. It is especially relevant to the levels of processing approach.

• Trampoline coach demonstrates the move to the performer or shows them a video of the sequence so that they can remember it more effectively.