Motor Learning Ch. 10

Procedural

Stores information about "how to do" specific activities, (e.g., motor skills such as how to hit a baseball.)

Semantic

Stores our general knowledge about the world based upon experiences, e.g. concepts; hitting and running the bases is how we score in baseball.

Dis0nguishing Between Knowing What to do and How to do

• A common approach to classifying the types of knowledge in the episodic and semantic memory systems in LTM describes the knowledge as - Declarative knowledge • Knowledge that can be verbally described (i.e., "What to do" to perform a skill) - Procedural knowledge • Knowledge that enables the person to actually perform a skill (i.e., know "how to do" a skill) • Typically this knowledge is not verbalized or difficult to verbalize.

Retroactive interference

• An activity occurs during the period of time we are needed to remember the movement. - Working memory is greatly affect by the degree of similarity between the interfering activity and the movement to be remembered. • People can remember the order the way they learned it but if they are ask to recall it differently than retention is impaired. - Retroactive interference greatly affects memory if activity and movement to be remembered exceeds our working memory capacity (Miller's Law) present info interferes with past info that affects future info -Retroactive interference occurs when present information works backwards to interfere with earlier information. It occurs when previously learned skills is lost because it is mixed up with new and somewhat similar information.

Remembering and Forgetting

• Encoding - Transforming information to be remembered into a form that can be stored • Storage: process of placing information in long term memory • Rehearsal: enables humans to transfer information from working to long term memory. • Retrieval - Process of searching long term memory that must be processed and used in order to perform the task

subjective organization

• Grouping or organizing the information into units rather an pieces - Organize material based on its meaningfulness • Stoke and Parkinson's patients have difficulty in subjectively organization strategies. • At the novice stage, learner approaches movement as comprising a lot of parts. • At the experienced stage, learner organizes the parts into units (chunking).

STRATEGIES THAT ENHANCE MEMORY PERFORMANCE

• Increase the movement's meaningfulness • Intention to remember • Subjective organization (chunking) • Practice-test context similarity (most important in enhancing memory)

intended and incidental memory

• Intended information - If you know in advance that you will be required to remember the movement there is great probability you will remember it! - E.g., study guides; highlighting a certain movement; "this part of movement is the most important". - Advanced knowledge will increase the effort of practice and result in better remembering • Incidental information - It information present, sometimes novel, and attention gathering but not intended. - Retained at the same level as intended.

Movement Characteristics Related to Memory Performance

• Location and Distance Characteristics. - Instructions and demonstrations should concentrate on location points of the limb movement, especially end-point locations • Emphasize limb movement end-points or key spatial positions during movement in teaching a motor or sport skill (E.g. 3 O'clock; 6 O'clock; 12 O'clock) •Primacy-recency effect - Most people can remember the beginning and end of the movement. • Movement end points are better recalled than distance movements. • Meaningfulness of the movement

Practice-test context

• Relationship between the practice and test context.... - More similar, more is remembered - In closed skill situations it is know as encoding specificity principle.... amount of similarity between the practice and the test context.

proactive interference

• There is an activity just prior to the presentation of information to be remembered. - Major reason why the activity may causes problems in working memory is the activity caused confusion. - Greatest affects on working memory occurs when the activity and what is to be remembered are similar. - Effects of proactive interference on long term memory is unknown but is directly related to practice quality and quantity. • If we actively rehearse the task, the activity it has liPle effect Past:what you learned in past about the skill present: what you are presently learning about the skill future: what the client/student will do in the future old learning-->interferes -Proactive interference occurs when current information is lost because it is mixed up with previously learned, similar information. Earlier information projects itself forward (proactive) and interferes with what we try to learn next.

working memory (short term)

Referred to a perceptual or short-term Associated with sensory, perceptual, attention, and short-term processes. Plays a critical role in decision making, problem solving, movement production, and evaluation Working memory serves as interactive workspace • Process Activity - Manipulates the information in a way that it can be used to accomplish the: • Goal • Solve the problem • Retrieve from long term the movement information required to carry out the movement

Storage of information

- Duration (length of time info will remain in working memory) • Use info or lose the info! - Hold info for only 20-30 - Recall the following set of words in activity I • Capacity (amount of info that resides with working memory) - Experience, organization, & meaningfulness increase capacity

Implicit Memory tests

- We assess implicit memory by asking a person to verbally describe how to perform a skill and then ask him or her to perform it. - Verbally describing it assesses one's declarative knowledge where as performing it assess one's procedural knowledge. - Many experts have high procedural knowledge but poorer declarative knowledge. - It is not uncommon for people to be able to describe the procedure or how to perform and not be able to perform it!

Explicit Memory tests

-We are asking a client or student to consciously recall something to mind. -two types of explicit tests: - Recall test is where one is required to produce a movement with little or no cues (i.e., show me how to tie the shoe.) - Recognition test is where one is given cues or information on which to base a response (i.e., two different people tie a shoe, you are then asked which person tied the shoe properly) -When we perform a task, we perform both tasks

Memory

-our capacity to remember. memory is "the capacity that permits organisms to benefit from past experiences." -comprised of two functional systems, working memory and long term memory. -Related to every situation and skill we perform. - Motor memory + Verbal Memory = Memory Retention and Forgetting Retention refers to what we remember Forgetting is a retrieval problem

ASSESSING REMEMBERING AND FORGETTING...

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Three Types of Memory Systems in Long Term Memory...

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Long-term memory (permanent)

Function: Permanent storage of specific past events. General knowledge about the world. Capacity: Duration is relative permanent. Capacity is relatively unlimited. Processes: Storage and retrieval of specific types of information necessary perform and function in the world.

fact!!

Proactive and retroactive interference affecs are the greatest (i.e., we forget allot more) when there is similarity between what is remembered and the interfering activity. ex.) when teaching to serve in tennis, they had kids practice overhand throws. turned out they forgot components of throw when trying to serve.

Episodic

Stores our knowledge about personally experienced events - Allows us to "travel back in time." - Ex.) Last time I was up to bat, the pitcher threw a fast ball on the first pitchLast Tuesday at this intersection there was a car accident. I better look twice when crossing!

Motor + Cognitive =

memory

Millers law

our memory can hold 7 +/- two bits/items of information.

causes of forgetting or difficulty of retrieving

• Trace Decay (only for short term memory) - Time factor of working memory - Cause of forgetting in working memory but not long term memory • Proactice interference (short-term and long term) - Activity that occurs prior to the presentation of the information that is to be remembered and negatively affects the remembering of that information. - Can occur in both STM and LTM • Retroactive interference (short term and long term) - Activity after we performed a movement we needed to remember (i.e.,during retention interval) that results in poorer retention performance than if no activity had occurred. - Can occur in both STM and LTM

trace delay

• Trace decay applies to short term memory not long term memory - It is likely that forgegng involves misplacing of informa0on in long term memory rather than it decaying or deteriora0on due to passage of 0me or use.

Retroac0ve interference & LTM

• Type of tasks are remembered better over long periods than all others - Continuous motor skills are more resistant to LTM forgetting. - Discrete motor skill are less resistant to LTM forgetting, especially serial discrete motor skills. • Why?

how do we make a task meaningful?

• Visual imagery - Provide the learner or client with a useful image of the movement (3 Fs of performing) • Verbal label - Use verbal labels and cues that related to posi0on during the movements • Up together, down together and through! • Pow-‐Pow-‐Pow • Useful in young children under the age of 7 as well as adults • Relate the movement to what they will be doing in the game, sport, or real life skills