Chapter 7 What we need to know is: • What is memory – how it is formed • How it develops • What things enhance or work against memorizing • Conclusion - what implications Memory What we know about learning • There is a difference between Learning and Performance

Memory What we know about learning

• Motor skills are difficult to unlearn once learnt Skill Learning/ Motor Memory Studies are not as extensive as factual info studies What is known is: • Learned by repetition though observation does help

• Hard to Unlearn think swimming, riding a bike

Skill Learning/ Motor Memory

• Do not preserve the actual circumstances of learning (cannot all swings that lead to proficiency)

• Not explicitly recalled except when performing

Learning A permanent change in behavior Dependent upon: • Extent of initial learning • Depth of processing • Well organized initial experiences • How initial circumstances match reproduction • Learning of principles associated with movement

Learning cont.

• Individual’s level of involvement • More sensory awareness • Nature of the task – serial vs discrete • Use of strategies – imagery • Meaningfulness

Attention • Developmental • Overexclusive – below 6 – restricted visual scan – Low incidental learning – Focus on one aspect of stimuli • Overinclusive – 6 – 12 year old – Many aspects of array – Appear Distracted • Selective – assisted through – Novelty, complexity, uncertainty, surprise, conflict, interest Memory Model

Attention

• Sensory Register • Perceptual Mechanisms • Short Term Memory • Long Term Memory Memory - Sensory Registers Visual – Auditory – Kinesthetic- Tactile Do not change much after age 5* Capacity: • Visual = 250 msec • Auditory = 10 secs • Kinesthetic = 400 -1600 msecs

*Essentially, amount of info, or time, similar for young and older Memory Perceptual Mechanisms Developmental

• Positioning tasks: • Adults = 3cm, (batting = 3 times more accurate) • 11 yr = 6 cm, • 5/9 yr = 9 cm • + Greater variability

Memory Short Term Memory (STS) Developmental

Known as

• Limited capacity = 7 +/ - 2 bits of info

Strategies • Cueing Young children do not label a movement, recall is more difficult and imprecise • Study - movement from central point • Kindergarten – nothing • 5th grade - visual image • Adult - clock face Improvement when instructed to use clock face. Strategies Rehearsal – General process, then specific

4/ 6 year first level but not unless told 7/ 8 year begin rehearsal spontaneously (Know have to do some thing, but not always select correct method or use it correctly. Become more effective over years)

Counting steps study – 7 & 11 yr olds, adults No strategy group – none 7 yr olds, 30% 11yr olds. Plus. Greater variability amongst younger

Also, children do not automatically use error feedback

Memory Long Term (LTS) Unlimited capacity Input • – putting into some form (context) • Previous experience (practice) important • Cues, analogies, emotion, etc.

• Filing system – • subject • within area

LTS

Retrieval

• Efficient Search – experiences, cues,

• Effective undoing, translation LTS Retention & • Persistence of skill over a period of no practice • Failure to retain skill over a period of no practice

Retention & Forgetting

• Primacy and Recency Effects • Degree of original learning • Meaningfulness • Nature of Task – serial or discrete • Patterning • Emotional Association • Time since used

Retention & Forgetting Assessment • Recall • Recognition • Re-learning Forgetting

• Decay • Interference • Information overload • Repression