7 MEMORY
Transcript≤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 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.
≤Exercise C
Refer students to the first point on the lecture slide (Memory process). Ask students to suggest an appropriate type of notes. The key word here is process, which should instantly trigger the idea of a flow chart (see Unit 1).
Give students time to read the questions. Play Part 2.
Put students in pairs to compare their diagrams and discuss the questions. With the whole class, ask students how many answers to their questions in Exercise A they heard.
Build the flow chart from the Answers section on the board, at the same time checking the answers to questions 2 and 3, and eliciting synonyms for the words retention (storage), encoding (transforming information into a new format) and retrieval (recovery and/or remembering information).
Answers Model answers: 1
2 reception/information acquisition
3 Encoding is the process by which the brain transforms sensory information into a new format that can be stored as memory.
4 Answers depend on students’ questions. Transcript
≤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 …
Exercise D
Explain that these are common phrases in an academic context such as a lecture. Knowing the meaning of the phrases will help a lot with comprehension. Make sure students understand that the items in the second column are not in the correct order.
Set for individual work and pairwork checking. Tell students to check the meaning of any words they don’t know in a dictionary. They should be able to guess the meanings of the phrases, even if they don’t actually know the phrases.
information acquisition/input/reception transformation/encoding retention/storage
recovery/retrieval/remembering 113
Feed back with the whole class, completing the first two columns of the chart in the Answers section for Exercise E on the board. (Alternatively, make an OHT from Resource 7B in the additional resources section.) Once the ‘Followed by …’ column is completed, this will act as a predictive support for Part 3 of the lecture.
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