Presenter: Lecturer:


Presenter: Lecturer:


Track 1.4 One.


Short-term memory was originally called primary memory. The first real investigation of primary memory was in 1887. That’s 1887, not 1987, so well over one hundred years ago. A man called Joseph Jacobs conducted an experiment. He gave people sets of numbers to remember. The sets got longer and longer. Jacobs found the average is around six or seven.


Two.


Let’s see how we encode sensory information. A man called Conrad did some experiments in 1964. In an article entitled ‘Acoustic confusions in immediate memory’, Conrad said that we encode sensory information as sound. But only six years later, in 1970, another researcher called Shulman did some more experiments. He reported his findings in the Journal of Verbal Learning & Verbal Behavior. Shulman found that some information is encoded for meaning, not sound.


Presenter: Lecturer:


Three.


Peterson and Peterson published a study in 1959. It was called Short-term retention of individual verbal items. They looked at the length of short-term memory if there was no rehearsal. Peterson and Peterson found people can remember meaningless shapes without rehearsal for about three seconds. But after 18 seconds, nearly everything is forgotten. Did I say the date? It was 1959.


Presenter: Lecturer:


Presenter: Lecturer:


Four.


A group of researchers looked at long-term memory in 1975, I think it was. Let me check my notes. Yes, 1975. Bahrick et al wanted to test the length of long-term memory. They showed people photographs of school classmates and asked them to recognize the people. Bahrick and his team found that long-term memory declines over long periods of time.


Five.


Another model of memory is called the Working memory model. This was proposed by Baddeley and Hitch in 1975. So that’s the same year as Bahrick et al’s research. Baddeley and Hitch looked mostly at short-term memory. There is one main difference between this model and the Multi-store model. The Working memory model suggests that short-term memory has several different parts, and each part has its own function.


Presenter: Voice:


Track 1.5


1. [in]volve 2. mem[ory] 3. [con]sid[er] 4. rec[ognize] 5. [at]ten[tion] 6. [re]search 7. in[formation] 8. [repe]ti[tion] 9. [per]form


10. [en]code 11. [re]trieve 12. [re]call


Presenter: Voice:


Track 1.6


1. I’m going to discuss how we encode sensory information. 2. We’ll see what the researchers discovered. 3. I’m going to explain why this research is important. 4. Let’s consider how this happens. 5. We’ll find out who the famous people are in this area. 6. Let’s consider how many pieces of information we can remember in short-term memory. 7. I’ll explain why this research is important for learners. 8. We’ll look at how information moves through the brain.


Presenter: Track 1.7


1. At school, we learnt about … 2. Don’t forget … 3. I remember … 4. I’d like to learn how … 5. My tutor is very nice. She reminds me of … 6. My tutor usually reminds me about …


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