Memory Models | OCR A-Level Physical Education (H555)
Memory Models
- 43 questions
- 3 subtopics
- Component 02: Psychological factors affecting performance
- Component 02
Memory Models is examined in Component 02, Psychological factors affecting performance.
It covers Atkinson and Shiffrin's multi-store model, selective attention and Craik and Lockhart's levels of processing.
Sample questions from Memory Models
Answer each one closed book first, then open the answer.
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Atkinson and Shiffrin's multi-store model
Why is the short-term memory described as the working memory?
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The short-term memory is where current information is compared with stored memories to make decisions. A performer works out a response there before acting. -
Atkinson and Shiffrin's multi-store model
How can a coach help a learner store a new skill in the long-term memory?
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A coach can make practice meaningful, enjoyable and frequently repeated. A link to a skill the learner already knows also helps storage. -
Selective attention
How does selective attention reduce reaction time?
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Selective attention reduces the amount of information entering the short-term memory. Fewer items to process means a decision can be made more quickly. -
Selective attention
How does selective attention help a goalkeeper facing a penalty?
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The goalkeeper filters out the crowd and focuses on the kicker's approach, hips and standing foot. Early cues allow an earlier decision on which way to dive. -
Craik and Lockhart's levels of processing
How can a coach encourage deep processing of a new skill?
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A coach can explain why the skill is performed the way it is. Questions about the skill also make the learner think about its meaning. -
Craik and Lockhart's levels of processing
Why might repetition alone fail to store a skill well, according to Craik and Lockhart?
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Repetition without thought is maintenance rehearsal, which is shallow processing. Elaborative rehearsal, which adds meaning, is needed for durable storage.
The 3 subtopics
One subtopic is one session. Work down the list.
| Subtopic | What it covers | Questions |
|---|---|---|
| Atkinson and Shiffrin's multi-store model | The short-term sensory store, short-term memory and long-term memory with their capacity and duration, rehearsal, retrieval and chunking, the batter facing a fast bowler, and strengths and criticisms of the model. | 15 |
| Selective attention | Selective attention in the multi-store model, reaction time, beginners and experts, how coaches improve it, arousal and the cue utilisation hypothesis, the goalkeeper facing a penalty, and what makes a cue stand out. | 13 |
| Craik and Lockhart's levels of processing | Shallow and deep processing, the structural, phonetic and semantic levels, understanding a skill's purpose, the hockey coach's explanation, imagery and stories, and comparison with the multi-store model. | 15 |
How the guide is worked
Answering a question from memory stores it far better than reading the answer again. The guide runs that as a fixed procedure on one subtopic at a time, about twenty minutes a session.
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Step 1 · Closed book
Cover the answers. Work through one subtopic and write down what you can. Leave blanks where you have nothing.
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Step 2 · Open book
Go back to the top. Read each printed answer and write it out in full, including the ones you had right.
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Step 3 · Closed book again
Same questions, same order, from memory. The gap between pass one and pass three is the session result.
Read the full method, the return schedule and the research behind it.
Nearby topics
OCR A-Level Physical Education Active Recall Guide
Every topic, not just this one. 2,133 questions with their answers.