7.1 Short-Term and Long-Term Memory in Motor Learning
5 min read•july 30, 2024
Memory is crucial for motor learning. helps us process new skills, while stores them for future use. Understanding how these systems work together can improve our ability to learn and retain physical skills.
The transfer from short-term to long-term memory involves consolidation. This process strengthens neural connections through practice, mental rehearsal, and sleep. Factors like attention, , and biological differences can impact how well we remember motor skills.
Short-term vs Long-term Memory in Motor Learning
Characteristics of Short-term and Long-term Memory
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- Short-term memory, also known as , is a limited capacity system that temporarily stores and manipulates information for immediate use in motor learning and performance
- Long-term memory is a relatively permanent system with a vast capacity that retains motor skills, strategies, and knowledge for extended periods, allowing for future and application
- Short-term memory has a limited capacity of around 7 ± 2 items and a short duration of up to 30 seconds without rehearsal, while long-term memory has an essentially unlimited capacity and can last a lifetime
- Short-term memory is crucial for acquiring and executing new motor skills, while long-term memory is essential for retaining and refining learned motor skills over time
Roles of Short-term and Long-term Memory in Motor Learning
- Short-term memory enables the immediate processing and manipulation of motor-related information during skill acquisition and performance (holding a golf club grip)
- Long-term memory stores consolidated motor skills, allowing for efficient retrieval and execution of learned movements (performing a golf swing)
- Short-term memory supports the initial stages of motor learning, where new information is encoded and practiced (learning a new dance routine)
- Long-term memory facilitates the retention and refinement of motor skills over extended periods, enabling expertise development (mastering a musical instrument)
Working Memory in Motor Skill Acquisition
Components of Working Memory
- Working memory is a multi-component system that includes the central executive, visuospatial sketchpad, and phonological loop, which work together to process and manipulate motor-related information
- The central executive controls attention, decision-making, and coordination of the other working memory components during motor skill acquisition and execution
- The visuospatial sketchpad stores and manipulates visual and spatial information, such as the position and movement of body parts, essential for learning and performing motor skills (mentally rehearsing a gymnastics routine)
- The phonological loop stores and rehearses verbal information, such as instructions or feedback, which can aid in the acquisition and refinement of motor skills (remembering coaching cues)
Importance of Working Memory in Motor Learning
- Working memory capacity is limited, and its efficient use is crucial for successful motor learning and performance, particularly when dealing with complex or novel motor tasks
- Working memory enables the integration of sensory information, decision-making, and motor planning during skill acquisition (adjusting tennis serve technique based on opponent's position)
- Effective utilization of working memory resources can enhance motor learning by facilitating the processing and retention of relevant information (focusing on key technical elements during basketball free throw practice)
- Individual differences in working memory capacity may influence motor learning outcomes, with higher capacity learners potentially benefiting from more complex or detailed instructions (adapting to multiple soccer defensive strategies)
Transferring Motor Skills to Long-term Memory
Consolidation Process
- The transfer of motor skills from short-term to long-term memory involves the process of consolidation, which strengthens and stabilizes the neural representations of the learned motor skill
- Consolidation occurs through physical practice, mental rehearsal, and sleep, leading to structural and functional changes in the brain that support long-term retention of motor skills
- Repeated practice of motor skills leads to the formation of procedural memories, which are implicit and automatic, allowing for efficient execution of the learned skill with minimal conscious effort (touch typing on a keyboard)
- , which involves multiple practice sessions separated by rest intervals, is more effective for long-term retention of motor skills compared to , which involves a single extended practice session (learning a new swimming stroke over several weeks)
Role of Sleep in Motor Memory Consolidation
- Sleep, particularly slow-wave sleep and REM sleep, plays a crucial role in the consolidation of motor memories, facilitating the transfer of skills from short-term to long-term memory
- Slow-wave sleep is associated with the reactivation and strengthening of neural circuits involved in motor learning (improved motor sequence learning after a night's sleep)
- REM sleep is thought to contribute to the consolidation of complex motor skills and the integration of new skills with existing knowledge (enhanced performance on a virtual reality surgical task following a nap)
- Sleep deprivation or disruption can impair the consolidation of motor memories, leading to reduced retention and performance of learned skills (decreased accuracy in a dart-throwing task after a sleepless night)
Factors Influencing Memory Capacity and Duration
Cognitive Factors
- Attention and focus during practice and performance can significantly impact the capacity and duration of short-term memory, as distractions or divided attention can impair the and retention of motor-related information (reduced learning of a juggling pattern while listening to a podcast)
- The complexity and novelty of the motor task can affect short-term memory capacity, as more complex or unfamiliar tasks require greater cognitive resources and may be more challenging to encode and retain in the short term (learning a new martial arts technique vs. a simple arm movement)
- Prior knowledge and experience in related motor skills can enhance the capacity and duration of long-term memory, as the new skill can be integrated with existing neural networks, facilitating retention and transfer (faster learning of snowboarding for experienced skateboarders)
- Motivation and engagement during practice can influence the strength and durability of motor memories, as heightened interest and arousal can lead to more effective encoding and consolidation of the learned skill (improved retention of a dance routine when learning with a passionate instructor)
Biological Factors
- Age-related changes in brain structure and function can impact the capacity and duration of both short-term and long-term memory in motor learning, with older adults typically showing declines in working memory capacity and slower rates of skill acquisition compared to younger individuals (longer time to learn a new Tai Chi form for older practitioners)
- Neurological disorders, such as Alzheimer's disease, Parkinson's disease, or stroke, can impair short-term and long-term memory processes, affecting an individual's ability to learn and retain motor skills (difficulty learning and remembering a new physical therapy exercise for stroke patients)
- Genetic factors may influence an individual's memory capacity and learning potential, with some genetic variations associated with enhanced or impaired memory function (increased motor learning abilities in individuals with a specific BDNF gene polymorphism)
- Hormonal factors, such as stress hormones (cortisol) or sex hormones (estrogen and testosterone), can modulate memory formation and retention, affecting motor learning outcomes (elevated cortisol levels during high-pressure competitions may hinder motor memory retrieval)
Key Terms to Review (19)
Contextual interference: Contextual interference refers to the phenomenon where varying practice conditions enhance the learning and retention of motor skills, often leading to better performance in the long run. This concept is crucial for understanding how different practice schedules, such as random or blocked practice, influence memory and transfer of skills.
Distributed practice: Distributed practice is a learning strategy where training or practice sessions are spread out over time, rather than being crammed into a single session. This approach enhances retention and performance by allowing for rest periods that promote cognitive processing and motor skill consolidation.
Dual-coding theory: Dual-coding theory suggests that information is stored in two distinct ways: verbally and visually. This approach enhances memory retention by creating multiple pathways for recall, making it easier to retrieve information when needed. It emphasizes the importance of using both verbal and visual materials in learning, which can lead to better understanding and mastery of complex skills.
Encoding: Encoding is the process of converting sensory input into a form that can be stored in memory. This crucial step involves transforming experiences and information into neural representations, which are then organized and integrated into both short-term and long-term memory systems. Effective encoding enhances the ability to learn motor skills and recall them later, forming a foundational aspect of motor learning.
Fitts and Posner Model: The Fitts and Posner Model is a framework that describes the stages of motor skill acquisition, outlining three distinct phases: cognitive, associative, and autonomous. This model highlights how learners progress from understanding a new skill to refining it and ultimately executing it with ease and efficiency, connecting memory processes and information processing as crucial elements in developing motor skills.
Forgetting curve: The forgetting curve is a graphical representation that illustrates the decline of memory retention over time, showing how information is lost when there is no attempt to retain it. It highlights the relationship between the passage of time and the amount of information forgotten, emphasizing that most forgetting occurs shortly after learning and that retention improves with repeated practice. This concept is crucial for understanding how both short-term and long-term memory function in the context of motor learning and skill acquisition.
Gentile's Taxonomy: Gentile's Taxonomy is a framework for classifying motor skills based on the demands of the environment and the nature of the task. This classification helps in understanding skill acquisition, performance, and teaching strategies by categorizing skills into different levels of complexity, which can enhance learning and adaptation to various contexts.
Long-term memory: Long-term memory is the aspect of memory that is responsible for the storage and retention of information over extended periods, ranging from hours to a lifetime. It allows individuals to retain skills and knowledge acquired through experiences, making it essential for learning and performance in motor tasks. The encoding, storage, and retrieval processes involved in long-term memory significantly influence motor learning and the development of automaticity in movement.
Massed practice: Massed practice refers to a motor learning strategy where practice sessions are conducted in a concentrated and continuous manner with little to no breaks in between. This method is often contrasted with distributed practice, which includes longer breaks between practice sessions. Massed practice can influence how quickly skills are learned and how they progress through various stages of motor learning.
Motor recall: Motor recall is the process of retrieving and executing previously learned motor skills from memory when needed for performance. This concept plays a vital role in how individuals learn and refine their physical movements, emphasizing the importance of both short-term and long-term memory, along with the types of memory involved, such as procedural and declarative memory, to effectively execute learned tasks.
Permanent Memory: Permanent memory refers to the long-term storage of information that is relatively stable and can be accessed over extended periods, often for a lifetime. In the context of learning motor skills, it is critical for retaining and executing complex movements or tasks that have been practiced over time, allowing for improved performance and automaticity.
Retrieval: Retrieval is the process of accessing and bringing stored information back into consciousness from memory. It plays a crucial role in how effectively individuals can learn and perform motor skills, as successful retrieval allows for the application of previously learned knowledge to new tasks and situations. The efficiency of retrieval can be influenced by various factors such as the type of memory involved, the context in which the information was encoded, and the retrieval cues that are available.
Retroactive interference: Retroactive interference is a phenomenon in memory where newly acquired information disrupts the retrieval of previously learned information. This can occur in motor learning when new skills or movements interfere with the recall or execution of older skills, making it harder for a learner to perform tasks they have already practiced.
Schema theory: Schema theory posits that motor skills and actions are organized in the brain into cognitive structures known as schemas, which guide performance and learning by providing a framework for processing sensory information and executing movements. This concept connects to various aspects of how we learn and adapt our movements based on experiences and environmental feedback.
Short-term memory: Short-term memory is a limited-capacity system that temporarily holds and processes information for brief periods, typically ranging from a few seconds to about a minute. It plays a crucial role in motor learning by allowing individuals to retain and manipulate information necessary for executing and refining motor skills during practice and performance.
Storage: Storage refers to the process of retaining information in the brain for later use, particularly in the context of memory systems. It involves the transformation of perceived information into a stable format that can be accessed when needed. This concept is crucial as it connects the initial acquisition of knowledge to its eventual retrieval, allowing individuals to perform tasks or recall learned skills over time.
Task Complexity: Task complexity refers to the intricacy and difficulty level of a motor skill, influenced by the number of components involved and how they interact during performance. This complexity impacts various learning processes, such as attention allocation, memory retention, and skill acquisition strategies.
Transfer of Learning: Transfer of learning refers to the influence that prior learning experiences have on the performance of a new skill or task. It encompasses both positive transfer, where previous experiences enhance the learning of new skills, and negative transfer, where past experiences hinder performance. Understanding this concept is crucial for optimizing practice conditions and designing effective training regimens.
Working Memory: Working memory is a cognitive system responsible for temporarily holding and processing information needed for complex tasks such as learning, reasoning, and comprehension. It plays a crucial role in motor learning, as it allows individuals to manipulate and utilize information to perform motor skills effectively, linking immediate recall with task performance.