Transcripts Presenter:
Progressive Skills in English. Level 3 Course Book. Copyright Terry Phillips and Anna Phillips. 2017 Theme 1: Remembering and forgetting
Track 1.1 Lecturer:
Hello! Now, in this lecture, we are going to look at a very important process. It’s the process of getting new information into long-term memory. There are several memory models that different researchers have discussed. But we’re only going to look at one model today. It is the Multi-store memory model. Firstly, we’ll look at the components of the model. Then we’ll see how information moves through the different parts of the brain, according to the model.
So first, let’s look at the components of the Multi-store memory model. It was proposed by two researchers called Atkinson and Shiffrin, and they wrote an article in 1968. It was entitled ‘The psychology of learning and motivation’. In the article, Atkinson and Shiffrin say that there are three parts to memory. Firstly, there is sensory memory. The word sensory is the adjective from sense. It means ‘related to sight, hearing’ and so on. Now, sensory memory lasts from one to three seconds. The second part of the Multi-store model is short-term memory. Short-term memory lasts from 15 to 30 seconds. Finally, we have long-term memory. Now, long-term memory can last a lifetime.
OK, now let’s consider how information moves through the three parts of the memory. First, sensory memory. All five senses can lead to memories. For example, we use sight for recognizing people. We use hearing for recognizing a piece of music. Atkinson and Shiffrin say that we must pay attention to a piece of sensory information to move it into short-term memory. So, for example, our eyes see a telephone number. Now, we only put it into short-term memory when we actually look at it.
OK. So the first stage of memory is paying attention. When we pay attention, we move information. It goes from sensory memory to short-term memory. But short-term memory doesn’t last for long. We must do something with the information in short-term memory. If we don’t, new information from sensory memory pushes out old information. The best-known research in this area was conducted by Miller. In 1956, he wrote an article which was called ‘The Magical Number Seven, Plus or Minus Two’. In the article, Miller says that short-term memory can only hold about seven pieces of meaningless information. For example, it can hold a telephone number. When an eighth piece comes along, one of the seven pieces is pushed out.
Long-term memory is the final stage in this model. According to Atkinson and Shiffrin, we need rehearsal to move information from short-term memory. So, in other words, we need to repeat information in our heads. We, we need to say it again, and again, and perhaps again! Then it will be moved from short-term to long-term memory.
So that’s the Multi-store model. In the next lecture, we’ll look at the idea of rehearsal in more detail. Is it just repetition, or is there more involved? That’s next time.
Presenter: Lecturer:
Track 1.2
1. The model was proposed by … 2. They wrote an article in … 3. It was entitled … 4. In the article, … 5. Firstly, … 6. Sensory is … 7. Sensory means … 8. Sensory memory lasts … 9. The second part of the Multi-store model is … 10. Finally, we have …
Presenter: Lecturer:
Presenter: Lecturer:
Track 1.3 One.
So first, let’s look at the components of the Multi-store memory model. It was proposed by two researchers called Atkinson and Shiffrin. They wrote an article in 1968. It was entitled ‘The psychology of learning and motivation’.
Two.
We must do something with the information in short-term memory. The best-known research in this area was conducted by Miller. In 1956, he wrote an article. It was called ‘The Magical Number Seven, Plus or Minus Two.’
188 Transcripts
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216
