MAJED: Yes, that’s right.
Extract 10 LECTURER: This is all very interesting, isn’t it?
EVIE: Yes, but if we just go back to the graph, we can see that some dreams, like being happy, are just as common for men and women. But isn’t it interesting to see how much more men dream about extraterrestrials than women do?
LEILA: Yes, isn’t it?
Extract 11 JACK: I think that’s silly. I mean, men and women are fundamentally the same.
MAJED: I’m not sure that’s true. I think men and women are brought up differently. So their dreams reflect different anxieties and insecurities.
Extract 12
LECTURER: So what do you think is the most important point about this graph?
EVIE: As Leila said earlier, it shows how dream themes are fairly evenly spread across the sexes, with a couple of exceptions.
Extract 13 LECTURER: Any other ideas?
JACK: I’m sorry. Has anybody made the point that even though themes may be universal, dreams are really about the individual?
LECTURER: Yes, actually. Leila did say that earlier, but it’s an important point.
Extract 14
LECTURER: So what else could you say about the graph?
EVIE: I don’t know if this is relevant, but there isn’t any information in the graph about the specific ages of the young people. Maybe 18-year-olds have different dreams from 24-year-olds.
LECTURER: Yes, that’s interesting. Perhaps that’s another way to analyze the data.
Unit 7, Lesson 7.2, Exercise B≤2.1
Part 1 Good morning, everyone. What I’m going to talk about today is the concept of memory: that is, how we receive information, encode it, store it and retrieve it. In other words, what are the stages between experiencing something and recalling the circumstances, events and emotions at a later
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date? Firstly, I’m going to give you a definition of memory. Then I’ll outline the basic process of creating memory as shown in the flow chart. In addition, I’ll be looking at different ways of describing the memory processes, bearing in mind that views have changed over the years. Because, of course, the development of technology has made it easier to understand how the brain works. At the end of the lecture, I’ll be introducing the theme of ‘forgetting’. After all, we can’t really talk about memory without mentioning forgetting.
So, er … in later lectures, we’ll also go on to
consider how people forget events and experiences. Today, however, we will focus on the processes involved in creating memories.
Unit 7, Lesson 7.2, Exercise C≤2.2
Part 2 To begin with, let’s look at a definition of memory. Essentially, memory is a process that combines a number of steps: information acquisition, transformation, retention and, subsequently, recovery. These steps can be thought of as: first – input, or reception; second – encoding; third – storage and fourth … ahh … retrieval or remembering. As you can see in the handout, input enters through the senses and is transmitted along the nervous system to the brain. Then the information is interpreted and transformed in such a way that it can be stored in the brain tissue. This process is called ‘encoding’. It is still not known exactly how this happens. Once the information has been encoded, it has to be stored, so it can be used later. Recent theories suggest that memory is an interactive process. In other words, our memories don’t sit passively in our brains waiting to be used, but are connected to other thought processes that alter them each time they interact. Now, in the next part of the lecture, I’m going to describe two models that explain the memory system …
Unit 7, Lesson 7.2, Exercise E≤2.3
Part 3 Now, although theories about the retention of information have changed over the years, an important concept in the study of memory is the notion of ‘short-term’ memory (STM) and ‘long- term’ memory (LTM). As far back as 1884, William James distinguished between ‘short-term’ and ‘long-term’ memory, or what he called ‘primary’ and ‘secondary’ memory. What do I mean by short-
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