memory and learning 2324.pdf

M EM O R Y AND LEAR NI NG Presented by: Dianne Salvaleon Memory Systems Remembering and Forgetting Strategies That Enhance Memory Performances Encoding Specificity Principle T OP ICS Memory Memory Structures M EM ORY ME MORY persistence of information overtime, the capacity to learn from our experie...

M EM O R Y AND LEAR NI NG Presented by: Dianne Salvaleon Memory Systems Remembering and Forgetting Strategies That Enhance Memory Performances Encoding Specificity Principle T OP ICS Memory Memory Structures M EM ORY ME MORY persistence of information overtime, the capacity to learn from our experiences ME MORY T RACE The basic physical structure is housed in the brain through M EM ORY networks of neurons According to brain research... M EM ORY no single center for a memory Primary brain regions According to brain research... no single center for a memory compartmentalized into various brain regions: ⚬ hippocampus, frontal M EM ORY Primary brain regions lobes, motor cortex will later be retrieved and reassembled when needed Is memory a storage space or the act and strategy of retrieval? EN DEL TULVIG Two-component memory model remains a useful means of M EM ORY ST RUCT URE understanding human memory. (Heally and MacNamara (1996) T W O C OM P ON E N T M E M OR Y M ODE L M EM ORY ST RUCT URE Alan Baddley (1986, 1995, 2003, 2012) TWO CO MPO NENT MEMO RY MO DEL Alan Baddley (1986, 1995, 2003, 2012) M EM ORY ST RUCT URE Working Memory Phonological Loop Visuospatial sketchpad Central Executive Long Term Memory Declarative Memory ⚬ Semantic ⚬ Episodic Procedural Memory M EM ORY ST RUCT URE Three Functions: Storage Function Retrieval Process Specific functions each component in WO RKI N G ME MO RY a system that incorporates characteristics and functions traditionally associated with sensory, perceptual, attentional and short-term memory WO RKI N G ME MO RY a system that incorporates characteristics and functions traditionally associated with sensory, perceptual, attentional and short-term memory operates during temporary use and storage of information and execution of memory and response production processes FUNCTIONS W ORKING M EM ORY short-time information storage and a functionally active structure FUNCTIONS short-time information storage and a functionally active structure W ORKING M EM ORY decision making, problem solving, movement production and evaluation FUNCTIONS short-time information storage and a functionally active structure decision making, problem solving, movement production and evaluation W ORKING M EM ORY respond to "right now" situation FUNCTIONS short-time information storage and a functionally active structure decision making, problem solving, movement production and evaluation W ORKING M EM ORY respond to "right now" situation process the transfer of information into LTM FUNCTIONS short-time information storage and a functionally active structure decision making, problem solving, movement production and evaluation W ORKING M EM ORY respond to "right now" situation process the transfer of information into LTM interactive workspace W ORKING M EM ORY THREE SUBSYSTEMS phonological loop THREE SUBSYSTEMS W ORKING M EM ORY phonological loop activity 1 W ORKING M EM ORY THREE SUBSYSTEMS phonological loop visuospatial sketchpad THREE SUBSYSTEMS 697387102 W ORKING M EM ORY visuospatial sketchpad W ORKING M EM ORY THREE SUBSYSTEMS central executive phonological loop visuospatial sketchpad STORING INFORMATION DU R ATION W ORKING M EM ORY length of time information will remain in working memory STORING INFORMATION D UR ATI O N length of time information will remain in working memory W ORKING M EM ORY 20-30 secs with rehearsal: 8-10 minutes STORING INFORMATION CAPACI TY W ORKING M EM ORY amount of information that will reside in working memory at any one time STORING INFORMATION CAPAC I TY amount of information that will reside in working memory at any one time W ORKING M EM ORY 7±2 STORING INFORMATION CAPAC I TY amount of information that will reside in working memory at any one time W ORKING M EM ORY 7±2 CHUNKING- process of grouping still elements into meaningful elements into meaningful units for purposes of instruction. W ORKING M EM ORY CHUNKING BARN DOG BOY PANTS MAILBOX CHUNKING W ORKING M EM ORY The BARN caught fire and the DOG saved the sleeping BOY by dragging his PANTS to the MAILBOX CHUNKING W ORKING M EM ORY 223266334 CHUNKING W ORKING M EM ORY 223-266-334 PROCESSING ACTIVITIES W ORKING M EM ORY information that is active in working memory is processed (or manipulated) in such a way that it can be used to achieve the goal of the problem at hand example: Motor skill performance; problem solving situation LO N G TE RM ME MO RY a component system in the structure of memory that serves as a relatively permanent storage repository for information. LO N G TE RM ME MO RY a component system in the structure of memory that serves as a relatively permanent storage repository for information. William James (1890) '"memory proper" LO N G TE RM ME MO RY a component system in the structure of memory that serves as a relatively permanent storage repository for information. William James (1890) '"memory proper" component of memory that contains information about specific past events as well as our general knowledge of the world STORING INFORMATION DURATI O N LONG T ERM M EM ORY 'forgotten information' is there but a person has difficulty locating it STORING INFORMATION CA PACIT Y unlimited LONG T ERM M EM ORY theres no information on how much info a person can store into LTM LONG T ERM M EM ORY MEMORY SYSTEM Declarative Semantic Episodic Procedural DECLARATIVE MEMORY SYSTEM LONG T ERM M EM ORY A system that contains memories concerning facts and events knowledge that we can "declare" conscious awareness DECLARATIVE MEMORY SYSTEM SEMA NTIC MEMOR Y LONG T ERM M EM ORY includes general to specific factual knowledge about the world provides knowledge necessary to organize, interpret, and give meaning to on-going events are stored independently from where and when they were originally acquired. DECLARATIVE MEMORY SYSTEM LONG T ERM M EM ORY SEMA NTIC MEMOR Y Who is the President of the Philippines DECLARATIVE MEMORY SYSTEM LONG T ERM M EM ORY SEMA NTIC MEMOR Y DECLARATIVE MEMORY SYSTEM EPISODIC MEMOR Y LONG T ERM M EM ORY store information concerning specific events as related to an individual autobiographical context and sequence related DECLARATIVE MEMORY SYSTEM LONG T ERM M EM ORY EPISODIC MEMOR Y What was Archielyn eating when he found out that Kathniel broke up? LONG T ERM M EM ORY PROCEDURAL MEMORY SYSTEM a memory system specialized for holding and operating on information pertaining to execution of skilled behaviors and functioning at a nonconscious level. specialized to store information for skills PROCEDURAL MEMORY SYSTEM LONG T ERM M EM ORY "how to" compared v. "knowing the about enables us to respond adaptively to our environment by carrying our learned procedures so that we can achieve specific action goals achieved through "overt behavioral responses" PROCEDURAL MEMORY SYSTEM "how to" compared v. "knowing the about LONG T ERM M EM ORY example: how to operate an oven: (writing v. doing) executing a New York-chachacha (describing v. performing) MEMORY WORK IN G MEMORY working memory 3 subsystem: and long-term memory, phonological loop visouspatial sketchpad central executive WORK IN G MEMORY WORK IN G MEMORY Serves two functions: Has a limited capacity for short-term storage system information storage temporary interactive and the information remains workspace for manipulating for a short information amount of time LON G TERM MEMORY LON G TERM MEMORY 3 subsystems: Stores the different types of procedural knowledge in semantic each subsystem on a more episodic permanent basis LON G TERM MEMORY Seems to have no limits in terms of storage capacity Memory Systems Remembering and Forgetting Strategies That Enhance Memory Performances Encoding Specificity Principle T OP ICS Memory Memory Structures F ORG ET T ING AND REM EM BERING F ORG ET T ING loss of or inability to retrieve information from memory. A SSE SSI N G RE ME MBE RI NG AND F O RGE T T I N G M EM ORY T EST S Explicit Implicit Memory Test Memory Test Recall Recognition Tests Tests EXPLICIT MEMORY TESTS M EM ORY T EST S Assess what a person can consciously remember EXPLICIT MEMORY TESTS Assess what a person can consciously remember M EM ORY T EST S “calling something to mind” M EM ORY T EST S EXPLICIT MEMORY TESTS Recall Tests Requires a person to produce a required response with a few if any available cues or aids EXPLICIT MEMORY TESTS M EM ORY T EST S Recall Tests Verbal domain: essays, fill-in-the-blank EXPLICIT MEMORY TESTS M EM ORY T EST S Recall Tests Motor Skills: perform an action or command PERFORM A DEADMANS FLOAT. EXPLICIT MEMORY TESTS M EM ORY T EST S Recognition Tests Requires a person to recognize the correct response by distinguishing it from several alternatives EXPLICIT MEMORY TESTS M EM ORY T EST S Recognition Tests Requires a person to recognize the correct response by distinguishing it from several alternatives Verbal domain: MC, Matching Tests EXPLICIT MEMORY TESTS M EM ORY T EST S Which of the following is an upper body exericise? a. b. c. Recognition Tests Requires a person to recognize the correct response by distinguishing it from several alternatives Motor Skills: choosing from demonstration the most appropriate action for a specific situation IMPLICIT MEMORY TESTS M EM ORY T EST S Present but not consciously held or recognized Information is stored in memory but in such a way that they have difficulty accessing that information so that they can respond correctly on explicit memory test. e.g., Grammar Rules Verbalizing Motor Skills of Highly Skilled Individual IMPLICIT MEMORY TESTS M EM ORY T EST S presence of declarative knowledge but no procedural knowledge e.g., baking a cake McPherson & Thomas (1989): Young Basketball Players F ORG ET T ING loss of or inability to retrieve information from memory. F ORG ET T ING loss of or inability to retrieve information from memory. CA USE S O F F O RGE T T I N G TRACE DECAY INTERFERENCE PROACTIVE INTERFERENCE RETROACTIVE INTERFERENCE TRACE DECAY CAU SES OF F ORG ET T ING when forgetting occurs with the passing of time can be effectively tested as a cause of forgetting only in working memory TRACE DECAY CAU SES OF F ORG ET T ING for LTM: impossible to determine without a nointerference test situation we know very little about the influence of time on forgetting information stored in long-term memory more likely that forgetting involves the misplacing of information or interference from other activity rather than its decay or deterioration PROACTIVE INTERFERENCE CAU SES OF F ORG ET T ING Activity that occurs prior to the presentation of information that is to be remembered and negatively affects the remembering of that information. old information interferes with new information retrieval PROACTIVE INTERFERENCE CAU SES OF F ORG ET T ING example: new phone number dance routine PROACTIVE INTERFERENCE I N WO R KI N G ME MO R Y CAU SES OF F ORG ET T ING confusion occurs when movements are SIMILAR to the criterion acitivity PROACTIVE INTERFERENCE I N WO R KI N G ME MO R Y CAU SES OF F ORG ET T ING confusion occurs when movements are SIMILAR to the criterion acitivity especially if: same movement attribute or characteristic PROACTIVE INTERFERENCE I N WO R KI N G ME MO R Y CAU SES OF F ORG ET T ING Ste. Marie and Colleagues shown that gymnastics judges demonstrate proactive interference effects by exhibiting a judging bias during actual competition based on what they observed a gymnast does during warm-up sessions. PROACTIVE INTERFERENCE I N LO N G TE R M ME MO R Y CAU SES OF F ORG ET T ING not well known can be overcome with active rehearsal or practice of the information CAU SES OF F ORG ET T ING RETROACTIVE INTERFERENCE If an interfering activity occurs after we perform a movement we need to remember and results in poorer retention performance than if no activity had occurred. old information cannot be retrieved because new memories interferes example: new learning theories and difficulty accessing previously learned learning theories RETROACTIVE INTERFERENCE I N WO R KI N G ME MO R Y CAU SES OF F ORG ET T ING the degree of similarity between the interfering activity and the movement RETROACTIVE INTERFERENCE I N WO R KI N G ME MO R Y CAU SES OF F ORG ET T ING the degree of similarity between the interfering activity and the movement the movements to be remembered exceed working memory or attention-capacity limits. RETROACTIVE INTERFERENCE CAU SES OF F ORG ET T ING I N LO N G TE R M ME MO R Y Research evidence indicates that certain types of motor skills are remembered better over long periods than are other types. RETROACTIVE INTERFERENCE CAU SES OF F ORG ET T ING I N LO N G TE R M ME MO R Y Research evidence indicates that certain types of motor skills are remembered better over long periods than are other types. Continous Skills v. Serial Discrete Skills RETROACTIVE INTERFERENCE I N LO N G TE R M ME MO R Y Differences occur because: CAU SES OF F ORG ET T ING size of the verbal component RETROACTIVE INTERFERENCE I N LO N G TE R M ME MO R Y Differences occur because: CAU SES OF F ORG ET T ING size of the verbal component amount of practice F ORG ETTIN G loss of or inability to retrieve information from memory CAUSES Trace Decay Interference Proactive Retroactive ASSESMEN T explicit recall recognition Implicit MOVEMENT CHARACTERISTICS RELATED TO MEMORY PERFORMANCE LOCAT ION AND DISTANCE CHARACT ERIST ICS Actions have many characteristics that we can store in memory T HE M EANING F U L NESS OF T HE M OVEM ENT movement or sequence of movements can be considered meaningful to an individual M OVEM ENT CHARACT ERIST ICS LOCATION AND DISTANCE CHARACTERISTICS we could store the spatial position of various points of a movement we could also store the distance of a movement, its velocity, its force, and/or the direction of a movement M OVEM ENT CHARACT ERIST ICS LOCATION AND DISTANCE CHARACTERISTICS LOCATION-TYPE STRATEGY (Diewert & Roy,1978) easier to remember if within the body space or end location of limb positions of well known objects such as clock face to aid recall M OVEM ENT CHARACT ERIST ICS LOCATION AND DISTANCE CHARACTERISTICS If LOCATION-TYPE STRATEGY is unreliable… NONKINESTHETIC (e.g. counting) LOCATION AND DISTANCE CHARACTERISTICS M OVEM ENT CHARACT ERIST ICS I MPL I CATI O N S O N TE AC H I N G MO TO R SKI L L S emphasize positions in ways that will facilitate learning the skill (eg. beginner: golf swing arm positions: location of backswing; cueing where location of limb is) LOCATION AND DISTANCE CHARACTERISTICS M OVEM ENT CHARACT ERIST ICS I MPL I CATI O N S O N TE AC H I N G MO TO R SKI L L S emphasize on kinesthetic position (where limb is in space) rather than a visual location of where the limb should move. M OVEM ENT CHARACT ERIST ICS MEANINGFULNESS OF MOVEMENT A movement or sequence of movements can be considered meaningful to an individual if that person can readily relate the movement to something he or she knows Concrete v abstract MEANINGFULNESS OF MOVEMENT M OVEM ENT CHARACT ERIST ICS Laugier and Cadopi (1996) Analysis of the participants’ performance indicated that the observation of the concrete sequence led to better form and quality than the observation of the abstract sequence participants said that movement sequence had meaning to them ST RAT E GI E S THAT ENHANCE MOVEMENT PERFORMANCE INCREASING A MOVEMENT'S MEANINGFULNESS INTENTION TO REMEMBER SUBJECTIVE ORGANIZATION INCREASING A MOVEMENT’S MEANINGFULNESS ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE Visual Metaphoric Imagery The use of visual metaphoric imagery as a memory strategy involves developing in your mind a picture of what a movement is like. It is best to use a metaphor for an image of something that is very familiar to the learner (e.g., sidestroke in swimming: picking apples, dancing: What is love?) INCREASING A MOVEMENT’S MEANINGFULNESS ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE Verbal Label Winther and Thomas (1981) showed that when useful verbal labels are attached to positioning movements, retention performance of young children (age seven) can become equivalent to that of adults. example: “hands to to the sky… down low…” INCREASING A MOVEMENT’S MEANINGFULNESS ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE WH Y D O E S I T WO R K? reduces the complexity of the verbal instructions INCREASING A MOVEMENT’S MEANINGFULNESS ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE WH Y D O E S I T WO R K? reduces the complexity of the verbal instructions changes abstract to concrete INCREASING A MOVEMENT’S MEANINGFULNESS ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE WH Y D O E S I T WO R K? reduces the complexity of the verbal instructions changes abstract to concrete attention is focused on outcome INCREASING A MOVEMENT’S MEANINGFULNESS ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE WH Y D O E S I T WO R K? reduces the complexity of the verbal instructions changes abstract to concrete attention is focused on outcome hastens movement planning process INTENTION TO REMEMBER ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE intentional v. incidental memory situations intention to remember leads to better remembering than no intention to remember Yet retention test performance in the incidental situation is typically better than if no previous experience with the test movements had occurred. INTENTION TO REMEMBER ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE I MPL I CATI O N S a better test performance will result from telling people what these characteristics are S t rat e gy : SUBJECTIVE ORGANIZATION ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE involves the organizing of information that must be remembered in a way that is meaningful to the individual (e.g., monologue: dividing it into shorter, manageable chunks, to begin memorizing the information, like in learning a music piece, gymnastics routine, dance routine) SUBJECTIVE ORGANIZATION ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE novice v. expert's use novice tends to consider complex motor skills as comprising many parts beginner develops his or her ability to execute the skill, the number of components of the skill seems to decrease the learner’s view of the skill has changed SUBJECTIVE ORGANIZATION ST RAT EG IES F OR ENHANCING M OT OR P ERF ORM ANCE novice v. expert's use Skilled performers organize information to such an extent that it appears they have an increased working memory capacity organizational structure of the sequence of movements is an important factor in the experts’ recall performance influence of expertise on organizational structure P RACT ICE -T EST CONT EX T EF F ECT S PRACTICE-TEST CONTEXT EFFECTS Context: environmental conditions in which the movement is performed (i.e room, time of day, noise, lighting etc.). Personal context: characteristics related to the personal performing the movement (i.e., mood of indv., limb used, position of subject, sensory feedback) ENCODING SPECIFICITY PRINCIPLE P RACT ICE -T EST CONT EX T EF F ECT S (Tulving and Thomson, 1973) the more the test context resembles the practice context, the better the retention performance will be. Is based on research findings (mostly laboratory) that indicate that the memory representation for an action has stored with it important sensory and motor feedback information that is specific to the context conditions in which the action was practiced. ENCODING SPECIFICITY PRINCIPLE P RACT ICE -T EST CONT EX T EF F ECT S I MPL I CATI O N S PRACTICAL. relevant to learning closed skills practice conditions can be established that will closely mimic the test conditions practice for shooting free throws in a basketball game During the 2020 Summer Olympics, Korea Archery Association , ENCODING SPECIFICITY PRINCIPLE P RACT ICE -T EST CONT EX T EF F ECT S I MPL I CATI O N S PRACTICAL. practice for shooting free throws in a basketball game During the 2020 Summer Olympics, Korea Archery Association , Corticomuscular Coherence and Its Applications: A Review Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/Primary-brain-regionsMotor-cortex-is-the-region-in-charge-of-planning-controland_fig2_331905251 [accessed 22 Feb, 2022] REF ERENCES Magill and Anderson (2017). Motor Learning and Control: Concepts and Applications, Eleventh Edition (Ebook), Mc Graw Hill Education Edwards, W. (2011). Motor Learning and Control: From Theory to Practice. (Ebook) Wadsworth Cengage Learning.