Memory models Flashcards

Question

Summarise the three memory systems that are used in order to perform a motor skill

Answer 1

Three key systems Short term sensory store (STSS): > Functionally limitless store of information for a very short period of time up to 1-2s > Little recoding in terms of spatial location and form > Selected information passes into the STM for further processing Short term memory (STM): > A process whereby a stimulus can go through the detection > Comparison and recognition (DCR) processing period > Immediate processing <30s duration or information lost. ‘Work space’ between STM and LTM > The capacity of short term memory is five to nine items > Motor action plan formed Long term memory store (LTM): > Storage in our long term memory with unlimited capacity of all our experiences-recall > Relatively permanent

Answer 2

- It is subdivided into three components Model: Input of—> Stimulus—> From—> STSS —> Selective attention—> STM—> LTM Sensory—> Receptors—>

Answer 3

- It’s where information from our sense organs is received - there are many different sense organs which means there are many items of information available to us at any particular moment - it is thought that there is a STSS for each different sense (e.g. auditory, visual, kinaesthesis) so it is at the STSS that the process of selective attention occurs - Selective attention: irrelevant information is ignored and the important information is ‘filtered’ and passed to the short term memory (STM). The unused information is discarded and will not be remembered - It is estimated that information in the STSS will only be available for a few seconds unless it is passed to the STM Example: > A tennis player will attempt to focus on the ball, his position on court and his opponent. > He will attempt to ignore the crowd, advertising boards and the consequences of the match. > Often a performer with the ability to focus and block out distractions will be more effective than a potentially skilful player who cannot concentrate fully. > Sometimes athletes have referred to this as ‘tunnel vision’.

Answer 4

- STSS AKA working memory - It is here that information is consciously ‘thought about’ - Information is passing from the STSS into the STM as you are selectively attending to this stimuli - Whilst held in the STM, the information can be acted upon by the performer but if not used it will be discarded

Answer 5

- A tennis player will attempt to focus on the ball, his position on court and his opponent. - He will attempt to ignore the crowd, advertising boards and the consequences of the match. - Often a performer with the ability to focus and block out distractions will be more effective than a potentially more skilful player who cannot concentrate fully. - Sometimes athletes who have referred to this as ‘tunnel vision’

Answer 6

- Movements can be learned and processed if they are “chunked” or grouped into larger movements - this grouping increases an athletes capacity to learn and perform sport skills - Break skills down only as much as is necessary Example Triple jump: - learn the run up - learn hop and step - learn the jump and landing

Answer 7

- It has to be transferred to the long term memory (LTM) - However, repeating information regularly will kept it in the STM until it is transferred to the LTM of not needed any more and forgotten - When we ‘retrieve’ information from the LTM it is brought into the STM or working memory Example: If you need to write your address on a form then you will retrieve the information from your LTM and ‘think about it’ before writing it down

Answer 8

- It is the permanent retention of information through repetition or rehearsal - It has the capacity to store vast amounts of information for an unlimited period of time - When the performer is faced with a new situation, the relevant stimuli are passed on from the short-term memory, where a comparison is made with nay similar experiences. - if any recognition does occur, the similarities are noted and a decision is made quickly - if the situation is new, a motor programme will be formed based on available knowledge, but this may take slightly longer and delay the decision-making process

Answer 9

- limitless - with no maximum - memories can be stored ‘indefinitely’ or ‘for a lifetime’

Answer 10

STSS: gathers information about some of his or her own team, opponents, own position; aware of crowd and coach calling instructions STM: Some relevant stimuli collected, for example location of defender and position of one support player plus some irrelevant cues, for example shouts from the crowd about what to do LTM: Limited reference data available, distracted by the crowd and either makes the pass to the closest support player or runs into the defender

Answer 11

STSS: Gathers information about his or her ow team, opponents, personal position STM: Eliminates some stimuli, for example crowd noise and location of players who would not be an option to involve, but retains information about several possible teammates’ and defenders’ position LTM: Large amount of previous experience allows the player to select from a range of options, to pass to the support player in the best position or to kick the ball into a suitable place or to another player

Answer 12

Short term - perception occurs/ incoming information is interpreted/ judged/ working memory e.g. a tennis player judging the spin of the ball - aspects of the environment are interpreted within approximately one minute e.g. the speed of the tennis ball taken into consideration for a serve return - information is encoded/ info is rehearsed e.g. the flight of the ball is remembered - Info in chunked/ organised e.g. the opponents position, the flight of the ball and the speed of the ball are organised in the brain - comparison is made with info stored in the LTM/ information received from LTM e.g. the flight of the ball compared to a previous serve - Response is then based on short term memory perceptions e.g. the player sees that the ball has top spin and therefore prepares to hit a faster bouncing ball Long term - Learned movements are stored/ motor programmes/ schema stored/ information that is approximately older than one minute used e.g. the tennis player has stored a number of serve- return movement patterns - information encoded from STM is recognised/ current and past experiences compared e.g. previous returns of serve are linked to the present required movement pattern - successful/ relevant performances are remembered or opponents strengths/ weaknesses are remembered e.g. the tennis player remembers returns of serve that have been successful before - information is decoded/ sent to STM e.g. the return of serve movement pattern is remembered and then used for the present situation

Answer 13

- The three memory systems that are used to perform a motor skill are: short-term sensory system (STSS); short-term memory (STM) and long-term memory (LTM) The STSS: it is thought that there is a STSS for each different sensory modality (e.g. auditory, visual, kinaesthesis) so it is at the STSS that the process of selective attention occurs in which irrelevant information is ignored and the important information is filtered and passed to the short term memory (STM). The unused information is discarded and will not be remembered. it is estimated that information in the STSS will only be available for a few seconds unless it is passed to the STM selected information passes into the STM for further processing The STM: also known as the working memory process whereby a stimulus can go through the detection comparisons and recognition occurs during this period immediate processing (up to 30 seconds duration all the information is lost). It is the workspace between STM and LTM. The capacity of short-term memory is 5 to 9 items. This is where the motor action plan is formed to retain the information it has to be transferred to the long-term memory (LTM). However, repeating information regularly will keep it in the STM until it is transferred to the LTM or not needed any more and forgotten. When we retrieve information from the LTM, it is brought into the STM or working memory for example if you need to write your address on a form, then you will retrieve your information from your LTM and think about it before writing it down the storage capacity of the STM can be expanded by the process of chunking, this is a process by which information can be associated with other pieces of information to expand the STM capacity as simple example is how we remember a telephone number. It is chunk together into the dialling code and usually two groups of three or four numbers there are three chunks of information enabling us to recall 11 digits . LTM: storage in our long-term memory is limitless/ unlimited capacity of all our experiences. This is where recall occurs information is relatively permanent stored

Answer 14

- Reaction time is the time from the stimulus to the initiation of the response

Answer 15

Movement time is the time from the initiation of the response to the completion of the action

Answer 16

Response time is the time from the stimulus to the completion of the movement

Answer 17

Reaction time+ movement time= response time

Answer 18

- this method will once again calculate reaction time by calculating the time it takes to catch a dropped ruler, but in this method a final word cue is given, as well, after other words are spoken that should be ignored 1. Determine a particular word as a signal to catch the dropped ruler 2. Use a variety of words before dropping the ruler, disregard ruler catches on wrong word 3. Record the distance the ruler fell through the subjects fingers. Calculate reaction time in seconds as in #6 ab

Answer 19

1. Say a stimulus word as a signal to catch the dropped ruler. Do not predetermine the stimulus word. The subject will catch the ruler with nay word as a cue 2. This tie, however, the subject must also respond with a word 3. Keep a record of catches that do not count because of the lack of word association 4. Subject responds with a word and catches the ruler whilst responding. If unable to make a word association, the catch does not count 5. Record the distance the ruler fell through the subjects fingers 5. Calculate reaction time in seconds as before

Answer 20

- This tests how fast you can respond to the random appearance of dots in a grid over the course of 30 seconds

Answer 21

1. Simple: 2. Choice:

Answer 22

One stimulus with only on correct response e.g, reacting to a starter gun by beginning to run down the track towards the finish

Answer 23

Either, several stimuli, which may have any number of possible responses or one stimuli with a number of possible responses

Answer 24

- Hick discovered that the greater the number of stimuli and response outcomes the slower reaction time is Practical examples Q- 100m sprint: how many responses are required for a sprint start? How many stimuli are there for a sprint start? - the 100m sprint example provided above is an example of simple reaction time, a single response to a single stimulus. The sprinter on the blocks, waits for one stimulus, and once the stimulus goes ‘bang’ the reaction is to drive out of the blocks. The sprinter would look stupid if there was nay other reaction. As there is only one item of information to process, reaction time is quick Compare that with an invasion game scenario: basketball: 3v2 situation: how many responses are required for a sprint start? How many stimuli - in an invasion game like basketball, a player will receive many stimuli when they are in possession of the ball. In this situation the term choice reaction time is used. An example of this would be in a 3 versus 2 situation during a fast break. There are numerous possible situations; who is dribbling the ball, where are the supporting attackers positioned, where team mates are standing. There are also a number of possible responses

Answer 25

- perceptual mechanisms: the part of the brain which makes sense of the surroundings - and gives this information meaning - translatory mechanisms: the part of the brain whose purpose is to select relevant information - from the total information received via senses from the surroundings - effector mechnanisms: the part of the brain whose purpose is to set in motion the appropriate neuromuscular sequences to activate the skill - they send messages to the limbs and muscles ready to perform the skill

Answer 26

- collects all the information entering the body via the sensory system - it has a huge capacity to receive information but can only retain it for a short period of time- up to one second before it is lost - the information is prioritised and irrelevant information are disregarded. - this process is known as selective attention - selective attention allows the performer to gather only important information and consequently speeds up the decision making time

Answer 27

- using appropriate practice and presentation methods - highlighting specific cues on which to focus their concentration. This can be done by using different guidance methods - altering the intensity of the stimulus, for example, colour and speed of the object, loudness of the sound and so on - referring to past experiences - making the stimuli meaningful or unique, for example make the performer think about the action in a different way. A basketball player snapping their wrist when taking. A free throw may be told to think ‘waving the ball goodbye’ - reaching the correct level of arousal and maintaining motivation

Answer 28

- this receives the filtered information and compares it to stored information from past experiences before the final decision is made - it has a limited capacity of 5-9 pieces of information which can be retained fro approximately 30 seconds - if the information is practiced and learned, it is transferred to the long-term memory for future reference or it is released. - It has implications for a coach when discussing guidance- if the coach overloads the performer with information, the performer will not be able to process all of it at once and their learning will be less effective

Answer 29

Chunking- the information is arranged into larger units or ‘chunks’, allowing more pieces of information to be stored. E.g. a set play in a game situation will be remembered by a single call, as in a rugby line-out Chaining- the linking together of pieces of information, as used in progressive part method of practice. For example, when a gymnast is developing a sequence Using selective attention- limiting the amount of irrelevant information passing into the short term memory

Answer 30

- It is the permanent retention of information through repetition or rehearsal - it has the capacity to store vast amounts of information for an unlimited period of tine - when the performer is faced with a new situation, the relevant stimuli are passed on from the short term memory where a comparison is made with nay similar experiences - if any recognition does occur the similarities are noted and a decision is made quickly - if the situation is new, a motor programme will be formed based on available knowledge, but this may take slightly longer and delay the decision making process

Answer 31

- improving the capability of the short-term memory - practising and repeating movements, causing ‘over learning’ of motor programmes - developing a range of past experiences, for example modified games and realistic practice situations - using mental rehearsal - making the information meaningful, relevant and interesting to the performer

Answer 32

- age (rt improves until the early 20s but then become slower) - gender (males generally have faster rt but as we become older the difference becomes less) - fatigue (tired performers tend to have slower rt) - intensity of the stimulus- the more intense, the faster the rt - probability of the stimulus occurring- if the stimulus is expected there is a reduced element of doubt and anticipation - presence of a warning signal - personality- introverts tend to have slower rt than extroverts - sense used to detect the stimulus- sight, sound, touch and kinaesthetic awareness all produce different rt Previous experience- the greater the experience, the faster the recall from the LTM - arousal level- optimum arousal will cause heightened concentration levels and allow the performer to focus on key stimuli Body temperature-n rt is slower if the body is cold

Answer 33

- using the psychological refractory period (PRP) - This delay is caused by an increase in the information processing time when the initial stimulus is closing followed by a second stimulus - the reaction time is slowed because the first piece of information must be cleared before the second can be processed. As explained by the single channel hypothesis

Answer 34

- suggests that the brain can only deal with on piece of information at a time - when it receives several pieces in succession a ‘bottleneck’ is formed causing a slowing of the decision making process

Answer 35

- anticipation - anticipation depends on past experience and involves the recognition of specific cues - the performer attempts to predict the actions of the opponent

Answer 36

1. Spatial anticipation 2. Temporal anticipation

Answer 37

- involves the performer predicting what will happen

Answer 38

- involves the performer predicting when the action will happen

Answer 39

- relevant practice responding to specific cues or stimulus - mental rehearsal - concentration on early warning signals - improvement of selective attention - control of arousal levels - improve of physical fitness - altering the intensity of the stimulus - identification of specific actions/ cues used by opponents (studying their game)

Answer 40

Detection: the performer detects relevant stimuli using sensory organs (e.g. eyes, ears). Comparison: the stimulus is compared to stored memories of past experiences Recognition: the performer recognises the stimulus and decides how to respond

Answer 41

Capacity: extremely large; capable of receiving vast amounts of sensory information from the environment Duration- very brief; retains information for less than one second unless attention is directed to it

Answer 42

- information is stored in its original sensory form: - visual (iconic): sight - auditory (echoing): sound - tactile (haptic): touch

Answer 43

- capacity: limited; typically holds about 7+- dieters or “chunks” of information - duration: approximately 20-30 seconds without rehearsal; information can be retained longer with active rehearsal

Answer 44

- primarily acoustic (based on sound), but can also indicate visual and semantic coding

Answer 45

- capacity- unlimited - duration- potentially lifelong

Answer 46

- mainly semantic (based on meaning) - also includes visual and auditory encoding

Answer 47

- proposed by Atkinson and Shiffrin (1968) - explains memory as a linear process with 3 distinct stores: 1. Short-term sensory store (STSS)- receives raw sensory input 2. Short-term memory (STM)- Processes and rehearse information 3. Long-term memory (LTM)- stores information for future use Information transfers from STM to LTM through - rehearsal - practice - meaningful association

Answer 48

- stores motor programmes (can be retrieved with little conscious thought) - support decision making - improves performance consistency

Answer 49

- Rehearsal: Repeated practice of information in STM can lead to its encoding into LTM. This process strengthens memory traces, making retrieval more efficient during performance. - Retrieval: When performing a skill, relevant information is retrieved from LTM back into STM, allowing for conscious processing and execution. - Impact on Output: Efficient rehearsal and retrieval processes lead to quicker and more accurate responses during performance. Skills become more automatic, reducing cognitive load and allowing for better decision-making under pressure.

Answer 50

Technologies Used: - Light Gates: Measure the time an athlete breaks a beam of light, commonly used in sprint starts. - Electronic Timing Systems: Provide precise measurements of reaction and movement times. - Computer-Based Tests: Software that assesses reaction times through visual or auditory stimuli. - Jensen Box: An apparatus measuring choice reaction time by requiring participants to respond to illuminated buttons .

Answer 51

- Data Collection: Use of timing systems to record reaction times under various conditions. - Graphical Representation: Plotting reaction time against the number of choices to visualize the impact of increased options. - Analysis: Interpreting graphs to understand how complexity affects reaction time and to identify areas for performance improvement.

Answer 52

Definition: A delay in response to a second stimulus when it follows closely after a first stimulus, due to the processing bottleneck in the central nervous system. Example: In sports, if an athlete is responding to one opponent’s move, their response to a subsequent move by another opponent may be delayed. Implication: Understanding PRP helps in training athletes to manage multiple stimuli and improve multitasking abilities .

Answer 53

- Skill Development: Training to improve reaction times through drills that simulate game situations. - Decision-Making: Reducing the number of choices in practice to enhance decision speed and accuracy. - Anticipation Training: Developing the ability to predict opponents’ actions to reduce reaction time. - Managing PRP: Designing training sessions that help athletes cope with multiple stimuli and reduce delays in response.

Answer 54

- Proposed by Schmidt (1975), Schema Theory suggests that we don’t store individual motor programmes for every skill. - Instead, we store “schemas” — generalised movement patterns or frameworks in the long-term memory (LTM) that are updated every time a movement is performed. - These schemas allow us to adapt our movements to different situations.

Answer 55

1. Recall Schema (used to initiate and control movement) This is developed before the movement occurs and includes: - Initial Conditions – Information about the environment and body position (e.g., Where am I? What’s happening around me?). - Response Specifications – Information about how to perform the movement (e.g., What force, direction, or speed is needed?). 2. Recognition Schema (used to evaluate the movement) This is used after the movement to judge whether it was successful: - Sensory Consequences – What did the movement feel like? (kinaesthetic feedback). - Movement Outcomes – Was the outcome what I intended? (knowledge of results).

Answer 56

1.Performer receives input (e.g., a ball coming toward them). 2. Recall schema is used to generate the motor programme to deal with the situation. 3. The skill is performed. 4. Recognition schema is used after the movement to compare the result and feel of the movement with expectations. 5. Schema is updated in LTM for future performances.

Answer 57

- Initial Conditions: Knowing you’re 5 metres from your teammate, in motion, and under pressure. - Response Specifications: Deciding to use a chest pass with moderate force. - Sensory Consequences: Feeling the ball leave your hands with the expected force. - Movement Outcome: The pass reaches your teammate accurately. If the pass was too short or too weak, the recognition schema updates for next time, refining your technique.

Answer 58

For Coaches: - Vary practice conditions to strengthen schema development (e.g., different angles, speeds, surfaces). - Encourage kinaesthetic awareness so athletes can self-correct. - Use feedback (both knowledge of results and performance) to help refine recognition schemas. - Promote problem-solving over repetition to make athletes more adaptable. For Performers: - Understand the importance of practice variety to improve adaptability in unfamiliar situations. - Use feedback effectively to adjust future performance. - Develop a sense of feel for correct movements (sensory consequences).

Answer 59

Schema Theory: - Explains how movements are adapted and controlled. - Helps athletes become more flexible and efficient in different sporting scenarios. - Supports the use of varied practice and feedback in training.

Memory models Flashcards

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