2.1.8. Memory Flashcards
(20 cards)
Perception
- 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
Selective attention
- 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
Input
Refers to the information received from the surroundings
Short term sensory store
- The area of the brain which receives information and holds it for a short period after it has been deemed worthy of attention
Short term memory
- 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
Long term memory
- 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
Strengths of Shriffrin and Atkinson’s model
- 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
Weaknesses of the Atkinson and Shiffrin model
- 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
Craik and Lockhart’s level of processing model
- 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
What happens to info that is received by the brain?
It’s transferred into the LTM and therefore remembered more if the information:
- Is considered
- Is understood
- Has meaning
How much the information is considered is called…
depth of processing
The deeper the information is processed…
the longer the memory trace will last
Structural level of processing
What the info looks like
Phonetic level of processing
What the info sounds like
Semantic level of processing
What the info means
Deeper processing
- 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
Shallow processing
- Phonetic and structural
- Results in a weak memory trace being formed
Strengths of the levels of processing model
- Shows memory is improved when it undergoes deeper processing
- Explains why some things are remembered better than others
Weaknesses of the levels of processing model
- 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
Improving memory
- Repetition and overlearning
- Chunking
- Mental preparation
- Meaningful or relevant info
- Making info interesting and enjoyable
- Linking knowledge to previous experiences
- Positive feedback
