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30 Cards in this Set
- Front
- Back
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the capacity that permits organisms to benefit frompast experiences, Our capacity to remember |
memory |
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Memory structure comprised of two functional systems |
Working memory• Long-term memory |
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Memory functions |
• Storage of information • Retrieval of information • System specific functions |
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Memory system associated with sensory, perceptual, attentional, andshort-term memory processes• Temporarily stores and uses recently presented information |
working memory |
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Function: Enables people to respond to the demands of a “right now”situation • Critical role in decision making, problem solving, movement planning andexecution • Short-term storage of verbal (phonological loop) and visual (visuospatialsketchpad) information • Interacts with long-term memory (central executive) • Serves as an interactive workspace |
working memory |
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Function: Enables people to respond to the demands of a “right now”situation • Critical role in decision making, problem solving, movement planning andexecution • Short-term storage of verbal (phonological loop) and visual (visuospatialsketchpad) information • Interacts with long-term memory (central executive) • Serves as an interactive workspace |
Working Memory Processing ofInformation |
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duration of working memory |
Maintains information for 20-30 sec. before losing parts of info |
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capacity of working memory |
Can store ~ 7 items (+/- 2) (Miller, 1956 – has received further support) • Person can increase capacity through organization of "chunking" |
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Serves as the more permanent storage repository ofinformation is called.. |
long term memory |
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function of long term memory |
Allows people to have information about specificpast events as well as general knowledge |
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duration of long term memory |
Unknown since we cannot satisfactorily measureduration of info in LTM |
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capacity of long term memory |
Relatively unlimited |
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how manyTypes of Memory Systems in Long-TermMemory |
three, procedural, semantic, episodic |
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Stores information about “how to do” specificactivities, e.g. motor skills |
procedural LTM |
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Stores our general knowledge about the worldbased upon experiences, e.g. concepts |
Semantic LTM |
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Stores our knowledge about personallyexperienced events• Allows us to “travel back in time” |
episodic LTM |
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• Knowledge that can beverbalized (i.e., “whatto do” to perform askill) |
declarative knowledge |
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• Knowledge that enablesone to actually performa skill (i.e., know “howto do” a skill) • Typically notverbalizable or difficultto verbalize |
procedural knowledge |
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Process of transforming information into a formthat can be stored in memory |
encoding |
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Process of placing information in long-termmemory |
storage |
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Process that enables transfer of informationfrom working to long-term memory |
rehearsal |
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Process of searching through LTM for informationneeded for present use |
Retrieval |
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Trace decay (cause of forgetting) |
• When forgetting occurs with the passing of time • Interference of other cognitive activities |
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Proactive interference (cause of forgetting) |
• Forget due to activity that occurs prior to presentation of informationto be remembered • Similar movements can cause confusion |
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Retroactive interference (cause of forgetting) |
• Forgetting due to activity occurring after movement to remember(during the retention interval) |
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Location and Distance Characteristics (movement Characteristics Related to MemoryPerformance) |
• Movement end-point location remembered better than movement distance • Implications for teaching motor skills • Emphasize limb movement end-points or key spatial positions during movement |
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Meaningfulness of the Movement (movement Characteristics Related to Memory Performance) |
• Movement becomes meaningful if it can be related to something personknows |
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Increasing a movement’s meaningfulness • Visual metaphoric imagery - Person thinks of producing a metaphoric image related to the movement(e.g. drawing a bow in archery similar to beginning of movement to servea volleyball) • Verbal label - Attach a specific label to the movement are all... |
Strategies to enhance memory performance |
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The intention to remember • Intentional and incidental memory .... |
Strategies to enhance memory performance |
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Subjective organization • Organizing sequences of movements |
Strategies to enhance memory performance |
