Methodology note
Two-column activities are good for pair checking and practice. Once students have got the correct answers they can test each other in pairs. Student A covers the first column and tries to remember the phrases, then B covers the second column and tries to remember the purpose of each phrase.
You can then check memory by getting students to close their books and giving a phrase; students (as a group or individually) must give its purpose. Then change roles.
≤Exercise E
1 Tell students that in the next part of the lecture they will hear the phrases in Exercise D. They know now what type of information is likely to follow. Now they must try to hear what actual information is given. If you wish, photocopy the table in the additional resources section (Resource 7B) for students to write their answers on. Do the first one as an example. Play the first sentence and stop after ‘long-term memory’. Ask students: What is the important concept? (Answer: ‘short-term and long- term memory’.)
Play the rest of the recording, pausing briefly at the points indicated by a // to allow students to make notes. Put students in pairs to check their answers.
Feed back with the whole class, asking questions based on the words in the ‘Followed by ...’ column. For example:
After phrase number 2, what is the word or phrase that is explained?
After phrase number 3, what is the diagram that is commented on?
2 Refer back to students’ questions in Exercise A. Discuss with the whole class whether they heard any answers to their questions
Answers
1 Model answers: See table below.
2 Answers depend on students’ questions. Transcript
≤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- term and long-term? Well, to help you understand this idea clearly, can you look for a moment at the handout I have given you about the process of creating memory? As you can see, information enters the brain through the sensory organs, in this case, the eyes. It passes through the thalamus to the cortex, where it’s converted into a code that can be stored in the short-term memory system, but this is often only for a matter of minutes … which isn’t much use for routine activities. After all, we don’t want to have to learn how to clean our teeth again every morning. // However, looking at it another way, short-term memory has an important role to play in creating long-term memory. This happens when it is recycled or ‘rehearsed’ through the hippocampus, as you can see in the handout. // In historical terms, this two-stage memory model has described short-term and long-term memory as
Fixed phrase
1 An important concept (is) …
Followed by …
a new idea or topic that the lecturer wants to discuss
2 What do I mean by …? an explanation of a word or phrase 3 As you can see, …
4 Looking at it another way, …
a comment about a diagram or picture a different way to think about the topic
5 In historical terms, … a general idea put into a historical context 6 Say … 7 The point is … 8 In this way, … 114 an imaginary example a key statement or idea
a concluding comment giving a result of something
Actual information (suggested answers) short-term and long-term memory
explanation of short-term and long-term the process of creating memory
short-term memory has an important role to play in the creation of long-term memory
the two-stage memory model has described short- and long-term memory as structured storage systems
an example of how working memory and long-term memory function
understanding memory helps psychologists to treat disorders and disabilities
quality of life and educational performance can be improved
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