쉐도잉 연습: Remembering and Forgetting: Crash Course Psychology #14 - 영상으로 영어 말하기 배우기
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142 문장
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It was midnight when Bernice got off work.
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She was exhausted after a long and terrible day and just wanted to get home to a hot bath.
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She was driving down the street, flipping through radio stations when she pulled up to a stop sign and saw something weird.
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A shadowy figure ran up to an idling fruit truck, pushed the delivery man down, grabbed a crate of bananas, and ran off around the corner.
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Bernice was pretty shaken up, but she made sure the driver was okay and then she called the police, describing the thief as a pale,
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lanky man wearing a dark jacket and a baseball cap.
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She gave the cops her information, and then she went home.
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A couple of days later, the police asked her to come down to the station to identify a potential thief,
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a guy who more or less matched her description and was found eating a banana early that morning, near the scene of the crime.
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Although the guy professed innocence, Bernice said it was him, and they locked him up.
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But at the trial, the defense called a memory expert to the stand, and soon after that, the suspect walked.
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Today's lesson may not make you an expert worthy of the witness stand, But by the time we're done,
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you'll understand a lot more about how we retrieve memories we think we've stored, and why the accused
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Banana Thief was set free.
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We're all constantly retrieving memories throughout the day.
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You're remembering where you parked your car, or if you fed the cat, or called your mom because it's a birthday.
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You'll remember from last week that while our implicit memories,
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like how to talk and ride a bike are dealt with on a mostly automatic and non -conscious level.
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Our explicit memories, the chronicles of our personal experiences and general knowledge, often require conscious, effortful work.
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Her niece had to notice, encode, store, and later consciously retrieve details about the crime she witnessed.
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What color was the guy's jacket?
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What did he look like?
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What did he steal?
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And where did he run?
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It takes a lot of work to retrieve memories from long -term storage, and the truth is, a lot can go wrong along the way way.
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In order to understand all the many fascinating ways you forget things, we need to talk more about how we remember.
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Our memories are not like books in the library of your mind.
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You don't just pluck a neatly packaged memory right off the shelf about where you left your phone
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or the hair color of a fruit thief.
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Instead, your memories are more like the spiderwebs in the dank catacombs of your mind, a series of interconnected associations
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that link all sorts of diverse things as bits of information get stuck to other bits of information.
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Like, maybe Bernice remembers that the night of the crime was chilly with a full moon
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and that Beyonce was on the radio and the fruit truck had plates from California, which is where her grandfather lives.
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All those bits of information in the web of memory, the weather, the song, the plates, can serve as retrieval cues,
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kind of like a trail of breadcrumbs leading back to a particular memory.
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The more retrieval cues you inadvertently or intentionally build along the way, the better you can backtrack and find the memory you're looking for.
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This way of activating associations non -consciously is called priming sometimes called memoryless memory.
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It's how invisible memories that you didn't know you had can awaken old associations.
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Priming is often how you jog your memory.
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This kind of recall is sometimes referred to as context -dependent memory.
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Say you're reading in bed, and you want to underline a quote, but you don't have a pen.
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Well, you get up, and you go to the other room to find your special light -up
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Hello Kitty pen, but you get distracted, and suddenly you find yourself in the kitchen, and you're like, Why?
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Why, mind?
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Why am I in the kitchen?
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What is here?
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Why am I?
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There was a re - and I don't know, but I'm here now, and, uh.
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It's only when you retrace your steps
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and return to bed to the initial context where you read
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that quote and encoded that first thought of wanting that pen that the memory comes back.
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And then you're like, oh, I need to go get the pen.
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If some memories are context -dependent, others are state -dependent, and also mood -congruent.
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This just means that our states and our emotions can also serve as retrieval cues.
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If I had a throbbing headache and a super bad day, I'm more likely to start recalling bad memories because I'm priming negative associations.
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But of course, if I'm relaxed and jolly, I'm prone to remember happy times and prolonging my good mood.
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Another funny memory retrieval quirk speaks not to our location or emotions, but to the order in which we receive new information.
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So, say you make a grocery list in the morning, but a few hours later, you're at the store, you realize you left it at home.
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You'd be more likely to recall the first items on the list, bananas and bread, and the last items,
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pickles and cheese, than anything in the middle.
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This is known as the cereal position effect.
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This might be because the early words benefited from what's known as the primacy effect,
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and made it into your long -term memory because they were rehearsed more.
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Meanwhile, the last words lingered in the working memory through the recency effect.
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But those poor middle words, they didn't benefit from either effect and therefore escaped your brain, which is why you now have no toilet paper,
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dog food, toothpaste, or cookies.
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Who forgets cookies?
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But even with all these tricks and associations, things still go wrong memory can fail or become distorted.
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And, of course, we forget things.
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Forgetfulness can be as minor as those frustrating moments where you're like, ah, it's on the tip of my tongue,
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it's the guy, the guy's got a hair and a face and, like, shoulders.
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Or as major as Clive Waring, whose neurological damage made it impossible for him to recall the past or create new memories.
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Of course, we all forget things, and typically...
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We do it in one of three different ways.
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We fail to encode it, we fail to retrieve it, or we experience what psychologists call storage decay.
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Sometimes forgetting something just means it never really got through your encoding process in the first place.
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I mean, think of all the stuff that's going on around you at any given moment.
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We only actually notice a fraction of what we sense,
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and we can only consciously hold so many bits of information in our minds at any given time.
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So what we fail to notice, we tend to not encode, and thus don't remember.
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Bernice noticed a dark jacket, Beyonce, and bananas, but she didn't encode much about the driver or the color of the thief's shoes.
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Then again, even memories that have been encoded are still vulnerable to storage decay, or natural forgetting over time.
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Interestingly, even though we can forget things pretty quickly, the amount of data that we forget can actually level off after a while.
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This means that Bernice would have forgotten about half of what she first noticed from the crime scene a couple days later.
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But what she's still remembered, she'd likely hang onto, because the rate at which we forget tends to plateau.
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A lot of times forgetting doesn't mean our memory just faded to black, it means we can't call it up on demand because of retrieval failure.
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We all know the common tip of the tongue phenomenon where you feel like you know the name of
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that weird looking hard backed animal that rolls up into a ball, it's kinda cute and weird and I think they get leprosy or something,
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but what is it?
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That's where retrieval cues can come in handy.
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If I say to you it starts with the letter A, suddenly armadillo!
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Sometimes these retrieval problems stem from interference from other memories getting in the way, essentially cluttering the brain.
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Sometimes old stuff that you've learned keeps you from recalling new stuff,
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like if you change one of your passwords but keep recalling an old one every time you want to log in.
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That's called proactive, or forward -acting interference.
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The flip side of that is retroactive, or backward -acting interference, which happens when new learning gets in the way of recalling old information,
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like if you start studying Spanish, it may interfere with the French that you've already learned.
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There's a lot of reconstruction and inferring involved when you try to flesh out a memory, and every time you replay it in your mind,
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or relate it to a friend, it changes.
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Just a little.
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So, in a way, we're all sort of perpetually rewriting our pasts.
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While this is an inevitable part of human nature, it can prove dangerous at times.
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Misleading information can get incorporated into a memory and twist the truth, and yes, there's an effect for this.
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It's called the misinformation effect.
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American psychologist and memory expert Elizabeth Loftus has spent decades showing how eyewitnesses inadvertently tweak
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and reconstruct their memories after accidents or crimes.
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In one experiment, two groups watched a film of a car accident.
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Those asked how fast the cars were going
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when they smashed into each other estimated much higher speeds than those who were asked about the cars hitting each other.
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Smash is the leading word that essentially altered the witnesses' memories.
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So much so that a week later, when both groups were asked if they saw any broken glass,
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those Those who heard the word smash were twice as likely to report seeing bits of glass when, in fact, the original film didn't show any.
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In Bernice's case, chances are her memory of the robbery would be altered if the prosecution said the thief assaulted, rather than pushed the driver.
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This sort of interfering or misleading information may also manifest itself as source misattribution, like when you forget or misrecall the source of a memory.
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In the case of Bernice, when she saw the suspect in the courtroom, she thought she recognized him from the night of the crime,
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when in reality, he'd just served a coffee earlier that day.
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But her memory of the event had probably already been tweaked several times before she even made it into the courtroom.
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Like, she relived the tale multiple times in her own mind in which she told other people about it, and every time she introduced errors,
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filling in memory gaps with reasonable guesses.
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Not only that, but we know Bernice was already tired and stressed when she witnessed the event,
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and we know our emotions can influence whether we remember or whether we forget.
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Because memory is both a reconstruction and a reproduction of past events, we can't ever really be sure if a memory is real,
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just because it feels real.
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Elizabeth Loftus knows this.
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She's frequently called in to testify against the accuracy of eyewitnesses.
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In fact, of all the U .S prisoners who have been exonerated based on DNA evidence presented by the Innocence Project, a non -profit legal group,
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75 % of them were convicted by mistaken eyewitnesses.
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That is a lot of innocent people.
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Bernice meant well, of course.
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She's an honest lady, but all those factors, the emotion, the retelling, the suggestions of outside sources, combined with the darkness, the quick glimpse,
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the passing of time, maybe even the Beyonce, ended up leading to a mistake in the thief's identification.
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Turns out, the human memory is actually a very fragile thing.
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We're all largely the product of the stories that we tell ourselves.
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If you haven't forgotten already, today you learned about how our memories are stored in webs of association,
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aided by retrieval cues and priming and influenced by context and mood.
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You also learned how we forget information, how our memories are susceptible to interference and misinformation,
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and why eyewitnesses are often not as reliable as you might think.
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Thank you for watching, especially to all of our Subbable subscribers who make this whole channel possible.
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To learn how you can keep these lessons coming while earning awesome perks, just go to Subbable .com.
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This episode was written by Kathleen Yale, edited by Blake DePastino, and our consultant is Dr. Ranjit Bhagwat.
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Our director and editor is Nicholas Jenkins.
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The script supervisor is Michael Aranda, who is also our sound designer, and the graphics team is Thought Cafe.
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이 레슨의 어휘와 말하기 포인트
이 말하기 레슨은 영상 “Remembering and Forgetting: Crash Course Psychology”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: memory, memories, forget, Bernice. 이 영상에는 섀도잉할 문장 142개와 단어 2132개가 있습니다. 말하는 구간의 길이는 10:07입니다. 화자는 분당 약 211단어로 빠르게 말하므로 연음과 약하게 발음되는 소리가 많습니다. 영어에서 가장 많이 쓰이는 3,000단어에 속하는 단어가 81%뿐이라 어휘가 어려운 편입니다.
이 영상의 핵심 어휘
영상에 나오는 익혀 둘 만한 단어 15개를 발음, 뜻과 함께 정리했습니다.
| 단어 | 발음 | 뜻 |
|---|---|---|
| banana 명사 | /bəˈnænə/ | 바나나 |
| thief 명사 | /ˈθiːf/ | 도둑, 도적 |
| emotion 명사 | /ɪˈməʊ.ʃən/ | 감정 |
| interference 명사 | /ˌɪntəɹˈfɪɹɪns/ | 간섭 |
| mood 명사 | /muːd/ | 기분 |
| jacket 명사 | /ˈd͡ʒæk.ɪt/ | 재킷 |
| dependent 형용사 | /dɪˈpɛndənt/ | 종속의 |
| smash 동사 | /smæʃ/ | 부수다 |
| lesson 명사 | /ˈlɛs.ən/ | 수업, 과 |
| cookie 명사 | /ˈkʊki/ | 쿠키, 비스킷 |
| alter 동사 | /ˈɔl.təɹ/ | 변경하다, 바꾸다 |
| interfere 동사 | /ˌɪn.tɚˈfɪɚ/ | 방해하다, 간섭하다 |
| decay 명사 | /diˈkeɪ/ | 부패 |
| innocence 명사 | /ˈɪnəsn̩s/ | 결백, 무죄 |
| psychologist 명사 | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | 심리학자 |
영상에 나오는 구동사
| 단어 | 뜻 |
|---|---|
| come back 동사 | 돌아오다 |
| get up 동사 | 일어나다 |
따라 말해 볼 만한 문장
영상에 나오는 짧고 완결된 문장으로, 일상 대화에서 그대로 쓸 수 있습니다:
- We're all constantly retrieving memories throughout the day.
- What color was the guy's jacket?
- Why am I in the kitchen?
이 영상의 문법
화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.
| 문형 | 영상 속 표현 |
|---|---|
| 수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점 | was found · was set · are dealt |
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | we've stored · have been encoded · you've learned |
| 관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보 | guy who more · California, which is · brain, which is |
주의할 발음
화자는 you're, I'm, didn't 같은 축약형과 약화된 형태를 37번 사용합니다. 들리는 대로 짧게 발음하세요.
- “th” 소리: thief /ˈθiːf/, bath /bɑːθ/, worthy /ˈwɝ.ði/, grandfather /ˈɡɹæn(d)ˌfɑðɚ/
- “sh”와 “zh” 소리: emotion /ɪˈməʊ.ʃən/, smash /smæʃ/, essentially /ɪˈsɛnʃəli/, conscious /ˈkɑn.ʃəs/, reconstruction /ˌɹiːkənˈstɹʌkʃən/
- 긴 단어 — 강세 위치에 주의: interference /ˌɪntəɹˈfɪɹɪns/, essentially /ɪˈsɛnʃəli/, reconstruction /ˌɹiːkənˈstɹʌkʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, experiment /ɪkˈspɛɹ.ə.mənt/
한국어 화자가 어려워하는 소리:
- /f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: thief /ˈθiːf/, interference /ˌɪntəɹˈfɪɹɪns/, flip /flɪp/, interfere /ˌɪn.tɚˈfɪɚ/, grandfather /ˈɡɹæn(d)ˌfɑðɚ/
- /v/ — ㅂ(/b/)과 구별하기: retrieve /ɹɪˈtɹiːv/, diverse /daɪˈvɜːs/, vulnerable /ˈvʌln(ə)ɹəbl̩/, invisible /ɪnˈvɪzəb(ə)l/, inevitable /ɪˈnɛvɪtəbəl/
- /z/ — ㅈ이 아니라 성대를 울리는 /s/: designer /dɪˈzaɪnɚ/, prisoner /ˈpɹɪzənə/, invisible /ɪnˈvɪzəb(ə)l/, supervisor /ˈsupɚˌvaɪzɚ/, exhaust /ɪɡˈzɔst/
이 영상으로 연습하는 방법
- 먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
- 0.75배속으로 한 문장씩 섀도잉을 시작하고, 익숙해지면 보통 속도로 돌아갑니다.
- 자신의 목소리를 녹음해 원본과 비교하고, banana, thief, emotion 같은 단어에 특히 주의합니다.
쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법
쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.