Chapter 7 Memory 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 recall 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 storage 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 Working Memory
• 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 • Encoding – 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 & Forgetting • 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