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{{short description|Unconscious memory used to perform tasks}}
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'''Procedural memory''' is a type of [[implicit memory]] ([[Unconscious mind|unconscious]], [[long-term memory|long-term]] memory) which aids the performance of particular types of tasks without [[Consciousness|conscious]] awareness of these previous [[Experience|experiences]].
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== Working memory ==
Models of working memory primarily focused on declarative until Oberauer suggested that declarative and procedural memory may be processed differently in working memory.<ref>{{Cite book|chapter-url=http://linkinghub.elsevier.com/retrieve/pii/S007974210951002X|last=Oberauer|first=Klaus|pages=45–100|doi=10.1016/s0079-7421(09)51002-x|title=The Psychology of Learning and Motivation|volume=51|year=2009|isbn=9780123744890|chapter=Chapter 2 Design for a Working Memory|url=https://www.zora.uzh.ch/id/eprint/28472/1/Oberauer_PLM_2009.pdf}}</ref> The working memory model is thought to be divided into two subcomponents; one is responsible for declarative, while the other represents procedural memory.<ref>{{Cite journal|last1=Oberauer|first1=Klaus|last2=Souza|first2=Alessandra S.|last3=Druey|first3=Michel D.|last4=Gade|first4=Miriam|title=Analogous mechanisms of selection and updating in declarative and procedural working memory: Experiments and a computational model|journal=Cognitive Psychology|volume=66|issue=2|pages=157–211|doi=10.1016/j.cogpsych.2012.11.001|pmid=23276689|year=2013|s2cid=20150745|url=https://www.semanticscholar.org/paper/8e793c2e35ed77d166cd4b3f0556304e26d09f62}}</ref><ref>{{Cite journal|last1=Souza|first1=Alessandra da Silva|last2=Oberauer|first2=Klaus|last3=Gade|first3=Miriam|last4=Druey|first4=Michel D.|date=1 May 2012
==Acquisition of skill==
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=== Practice and the power law of learning ===
[[Practice (learning method)|Practice]] can be an effective way to learn new skills if knowledge of the result, more commonly known as [[Corrective feedback|feedback]], is involved.<ref>{{Cite book|title=How People Learn: Brain, Mind, Experience, and School: Expanded Edition|last=Council|first=National Research|date=
The power law of learning can be overcome if the subject is shown a more effective way to accomplish the task. A study subject was shown a film comparing his task performance, kicking a target as rapidly as possible, with that of a known way of minimizing kicking time. Though the subject had reached the limit of his ability to improve through practice as predicted by the power law of learning, viewing the film resulted in a breakthrough in his ability that defied the power law of learning. Viewing the film is an example of [[observational learning]], which effectively gives the viewer new memories of a technique to draw upon for his or her future performances of the task.<ref>{{Cite book|title=Learning and memory : from brain to behavior|last1=Eduardo.|first1=Mercado|last2=E.|first2=Myers, Catherine|year=2014|isbn=9781429240147|pages=312|oclc=961181739}}</ref>
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===Pursuit rotor task===
A device used to study visual-motor tracking skills and [[hand–eye coordination]] by requiring the participant to follow a moving object with a [[cursor (computers)|cursor]]<ref name="Cognitive Atlas">{{Cite web | url=http://www.cognitiveatlas.org | title=Cognitive Atlas}}</ref> or use a [[stylus]] to follow the target on a computer screen or a turntable.<ref>{{cite web |url=http://149.142.158.188/phenowiki/wiki/index.php/Pursuit_Rotor_Task |title=Archived copy |access-date=
The pursuit rotor task is a simple pure visual-motor tracking test that has consistent results within age groups.<ref name="Lang">{{cite journal | doi=10.1016/0191-8869(81)90025-8 | volume=2 | issue=3 | title=Learning and reminiscence in the pursuit rotor performance of normal and depressed subjects | journal=Personality and Individual Differences | pages=207–213 | year=1981 | last1 = Lang | first1 = Rudie J.}}</ref> This displays a measurement of procedural memory as well as demonstrates the participant's [[fine motor skill]]s. The pursuit rotor task tests the fine-motor skills which are controlled by the motor cortex illustrated by the green section below. [[File:Cerebral lobes.png|thumb]]<ref name="Allen">{{cite journal | last1 = Allen | first1 = J.S. | last2 = Anderson | first2 = S.W. | last3 = Castro-Caldas | first3 = A. | last4 = Cavaco | first4 = S. | last5 = Damasio | first5 = H. | year = 2004 | title = The scope of preserved procedural memory in amnesia | journal = Brain | volume = 127 | issue = 8| pages = 1853–67 | doi = 10.1093/brain/awh208 | pmid = 15215216 | doi-access = free }}</ref> The results are then calculated by the participant's time-on and time-off the object. Amnesic participants show no impairment in this motor task when tested at later trials. It does however seem to be affected by lack of sleep and drug use.<ref name="Dotto">{{cite journal | last1 = Dotto | first1 = L | year = 1996 | title = Sleep Stages, Memory and Learning | journal = Canadian Medical Association | volume = 154 | issue = 8| pages = 1193–6 | pmid = 8612256 | pmc = 1487644 }}</ref>
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== Genetic influence ==
Genetic makeup has been found to impact skill learning and performance, and therefore plays a role in achieving expertise. Using the pursuit rotor task, one study examined the effects of [[Practice (learning method)|practice]] in identical and fraternal twins raised in separate homes. Because identical twins share 100% of their genes while fraternal twins share 50%, the impact of genetic makeup on skill learning could be examined. The results of the pursuit rotor task test became more identical with practice over time for the identical twins, whereas the results for the fraternal twins became more disparate with practice. In other words, the performance of the skill by the identical twins became closer to 100% identical, while the fraternal twins' skill performance became less identical, suggesting the 50% difference in genetic makeup is responsible for the difference in skill performance. The study shows that more practice leads to a closer representation of a person's innate capability, also known as [[Aptitude|talent]]. Therefore, some of the differences people show after extended practice increasingly reflects their genetics. The study also confirmed the idea that practice improves skill learning by showing that, in both the identical and fraternal groups, more practice aided in shedding ineffective tendencies in order to improve execution of a given skill.<ref>{{Cite journal|last1=Fox|first1=Paul W.|last2=Hershberger|first2=Scott L.|last3=Bouchard|first3=Thomas J.|date=
==Anatomical structures==
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===Schizophrenia===
{{details|topic=schizophrenia|Schizophrenia}}
MRI studies have shown that [[schizophrenic]] patients not currently taking related medication have a smaller putamen; part of the striatum that plays a very important role in procedural memory.<ref>{{cite journal | last1 = Lang | first1 = DJ | last2 = Kopala | last3 = Smith | first3 = GN | display-authors = etal | year = 1999 | title = MRI study of basal ganglia volumes in drug-naive first-episode patients with schizophrenia | journal = Schizophr Res | volume = 36 | page = 202 }}</ref> Further studies on the brain reveal that schizophrenics have improper basal ganglia communication with the surrounding extrapyramidal system that is known to be closely involved with the motor system and in the coordination of movement.<ref>A Chatterjee, M Chakos, A Koreen, S Geisler, B Sheitman, M Woerner, JM Kane J Alvir and Ja (1995). "Prevalence and clinical correlates of extrapyramidal signs and spontaneous dyskinesia in never-medicated schizophrenic patients" ''Am J Psychiatry'' 1995 Dec; 152 (12); 1724-9.</ref> The most recent belief is that functional problems in the striatum of schizophrenic patients are not significant enough to seriously impair procedural learning, however, research shows that the impairment will be significant enough to cause problems improving performance on a task between practice intervals.<ref>{{cite journal | last1 = Schérer | first1 = H | last2 = Stip | first2 = E | last3 = Paquet | first3 = F | last4 = Bédard | first4 = MA | date =
==Drugs==
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