Shadowing Practice: Remembering and Forgetting: Crash Course Psychology #14 - Learn English Speaking with Video
Kies een oefenmodus
Elke modus opent een volledig scherm oefenruimte.
142 zinnen
Als zinnen te kort of te lang zijn, klik op Bewerken om ze aan te passen.
1
It was midnight when Bernice got off work.
2
She was exhausted after a long and terrible day and just wanted to get home to a hot bath.
3
She was driving down the street, flipping through radio stations when she pulled up to a stop sign and saw something weird.
4
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.
5
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,
6
lanky man wearing a dark jacket and a baseball cap.
7
She gave the cops her information, and then she went home.
8
A couple of days later, the police asked her to come down to the station to identify a potential thief,
9
a guy who more or less matched her description and was found eating a banana early that morning, near the scene of the crime.
10
Although the guy professed innocence, Bernice said it was him, and they locked him up.
11
But at the trial, the defense called a memory expert to the stand, and soon after that, the suspect walked.
12
Today's lesson may not make you an expert worthy of the witness stand, But by the time we're done,
13
you'll understand a lot more about how we retrieve memories we think we've stored, and why the accused
14
Banana Thief was set free.
15
We're all constantly retrieving memories throughout the day.
16
You're remembering where you parked your car, or if you fed the cat, or called your mom because it's a birthday.
17
You'll remember from last week that while our implicit memories,
18
like how to talk and ride a bike are dealt with on a mostly automatic and non -conscious level.
19
Our explicit memories, the chronicles of our personal experiences and general knowledge, often require conscious, effortful work.
20
Her niece had to notice, encode, store, and later consciously retrieve details about the crime she witnessed.
21
What color was the guy's jacket?
22
What did he look like?
23
What did he steal?
24
And where did he run?
25
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.
26
In order to understand all the many fascinating ways you forget things, we need to talk more about how we remember.
27
Our memories are not like books in the library of your mind.
28
You don't just pluck a neatly packaged memory right off the shelf about where you left your phone
29
or the hair color of a fruit thief.
30
Instead, your memories are more like the spiderwebs in the dank catacombs of your mind, a series of interconnected associations
31
that link all sorts of diverse things as bits of information get stuck to other bits of information.
32
Like, maybe Bernice remembers that the night of the crime was chilly with a full moon
33
and that Beyonce was on the radio and the fruit truck had plates from California, which is where her grandfather lives.
34
All those bits of information in the web of memory, the weather, the song, the plates, can serve as retrieval cues,
35
kind of like a trail of breadcrumbs leading back to a particular memory.
36
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.
37
This way of activating associations non -consciously is called priming sometimes called memoryless memory.
38
It's how invisible memories that you didn't know you had can awaken old associations.
39
Priming is often how you jog your memory.
40
This kind of recall is sometimes referred to as context -dependent memory.
41
Say you're reading in bed, and you want to underline a quote, but you don't have a pen.
42
Well, you get up, and you go to the other room to find your special light -up
43
Hello Kitty pen, but you get distracted, and suddenly you find yourself in the kitchen, and you're like, Why?
44
Why, mind?
45
Why am I in the kitchen?
46
What is here?
47
Why am I?
48
There was a re - and I don't know, but I'm here now, and, uh.
49
It's only when you retrace your steps
50
and return to bed to the initial context where you read
51
that quote and encoded that first thought of wanting that pen that the memory comes back.
52
And then you're like, oh, I need to go get the pen.
53
If some memories are context -dependent, others are state -dependent, and also mood -congruent.
54
This just means that our states and our emotions can also serve as retrieval cues.
55
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.
56
But of course, if I'm relaxed and jolly, I'm prone to remember happy times and prolonging my good mood.
57
Another funny memory retrieval quirk speaks not to our location or emotions, but to the order in which we receive new information.
58
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.
59
You'd be more likely to recall the first items on the list, bananas and bread, and the last items,
60
pickles and cheese, than anything in the middle.
61
This is known as the cereal position effect.
62
This might be because the early words benefited from what's known as the primacy effect,
63
and made it into your long -term memory because they were rehearsed more.
64
Meanwhile, the last words lingered in the working memory through the recency effect.
65
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,
66
dog food, toothpaste, or cookies.
67
Who forgets cookies?
68
But even with all these tricks and associations, things still go wrong memory can fail or become distorted.
69
And, of course, we forget things.
70
Forgetfulness can be as minor as those frustrating moments where you're like, ah, it's on the tip of my tongue,
71
it's the guy, the guy's got a hair and a face and, like, shoulders.
72
Or as major as Clive Waring, whose neurological damage made it impossible for him to recall the past or create new memories.
73
Of course, we all forget things, and typically...
74
We do it in one of three different ways.
75
We fail to encode it, we fail to retrieve it, or we experience what psychologists call storage decay.
76
Sometimes forgetting something just means it never really got through your encoding process in the first place.
77
I mean, think of all the stuff that's going on around you at any given moment.
78
We only actually notice a fraction of what we sense,
79
and we can only consciously hold so many bits of information in our minds at any given time.
80
So what we fail to notice, we tend to not encode, and thus don't remember.
81
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.
82
Then again, even memories that have been encoded are still vulnerable to storage decay, or natural forgetting over time.
83
Interestingly, even though we can forget things pretty quickly, the amount of data that we forget can actually level off after a while.
84
This means that Bernice would have forgotten about half of what she first noticed from the crime scene a couple days later.
85
But what she's still remembered, she'd likely hang onto, because the rate at which we forget tends to plateau.
86
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.
87
We all know the common tip of the tongue phenomenon where you feel like you know the name of
88
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,
89
but what is it?
90
That's where retrieval cues can come in handy.
91
If I say to you it starts with the letter A, suddenly armadillo!
92
Sometimes these retrieval problems stem from interference from other memories getting in the way, essentially cluttering the brain.
93
Sometimes old stuff that you've learned keeps you from recalling new stuff,
94
like if you change one of your passwords but keep recalling an old one every time you want to log in.
95
That's called proactive, or forward -acting interference.
96
The flip side of that is retroactive, or backward -acting interference, which happens when new learning gets in the way of recalling old information,
97
like if you start studying Spanish, it may interfere with the French that you've already learned.
98
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,
99
or relate it to a friend, it changes.
100
Just a little.
101
So, in a way, we're all sort of perpetually rewriting our pasts.
102
While this is an inevitable part of human nature, it can prove dangerous at times.
103
Misleading information can get incorporated into a memory and twist the truth, and yes, there's an effect for this.
104
It's called the misinformation effect.
105
American psychologist and memory expert Elizabeth Loftus has spent decades showing how eyewitnesses inadvertently tweak
106
and reconstruct their memories after accidents or crimes.
107
In one experiment, two groups watched a film of a car accident.
108
Those asked how fast the cars were going
109
when they smashed into each other estimated much higher speeds than those who were asked about the cars hitting each other.
110
Smash is the leading word that essentially altered the witnesses' memories.
111
So much so that a week later, when both groups were asked if they saw any broken glass,
112
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.
113
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.
114
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.
115
In the case of Bernice, when she saw the suspect in the courtroom, she thought she recognized him from the night of the crime,
116
when in reality, he'd just served a coffee earlier that day.
117
But her memory of the event had probably already been tweaked several times before she even made it into the courtroom.
118
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,
119
filling in memory gaps with reasonable guesses.
120
Not only that, but we know Bernice was already tired and stressed when she witnessed the event,
121
and we know our emotions can influence whether we remember or whether we forget.
122
Because memory is both a reconstruction and a reproduction of past events, we can't ever really be sure if a memory is real,
123
just because it feels real.
124
Elizabeth Loftus knows this.
125
She's frequently called in to testify against the accuracy of eyewitnesses.
126
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,
127
75 % of them were convicted by mistaken eyewitnesses.
128
That is a lot of innocent people.
129
Bernice meant well, of course.
130
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,
131
the passing of time, maybe even the Beyonce, ended up leading to a mistake in the thief's identification.
132
Turns out, the human memory is actually a very fragile thing.
133
We're all largely the product of the stories that we tell ourselves.
134
If you haven't forgotten already, today you learned about how our memories are stored in webs of association,
135
aided by retrieval cues and priming and influenced by context and mood.
136
You also learned how we forget information, how our memories are susceptible to interference and misinformation,
137
and why eyewitnesses are often not as reliable as you might think.
138
Thank you for watching, especially to all of our Subbable subscribers who make this whole channel possible.
139
To learn how you can keep these lessons coming while earning awesome perks, just go to Subbable .com.
140
This episode was written by Kathleen Yale, edited by Blake DePastino, and our consultant is Dr. Ranjit Bhagwat.
141
Our director and editor is Nicholas Jenkins.
142
The script supervisor is Michael Aranda, who is also our sound designer, and the graphics team is Thought Cafe.
App downloaden
Alles wat je nodig hebt om vloeiend te spreken
AI UitspraakScoor elke zin
IPA OefeningBeheers elk geluid
WoordenschatBouw je woordenschat op
WoordenspelLeren terwijl je speelt
Zelfde Kanaal
B21
Crash Course US History Preview
Daily ConversationUniversity Students
C1What's all the Yellen About? Monetary Policy and the Federal Reserve: Crash Course Economics #10
Daily ConversationUniversity Students
C15
How Geologists Can Tell if the World is Warming : Crash Course Geology #23
Daily ConversationUniversity Students
B210
Crash Course Sex Ed Preview
Daily ConversationUniversity StudentsWorking Adults
C12
Meet Your Master - Getting to Know Your Brain: Crash Course Psychology #4
Daily ConversationUniversity Students
C12
Derivatives: Crash Course Physics #2
Daily ConversationUniversity Students
C13
Introduction to Astronomy: Crash Course Astronomy #1
Daily ConversationUniversity Students
C13
Indus Valley Civilization: Crash Course World History #2
Daily ConversationUniversity Students
B22
Ancient Egypt: Crash Course World History #4
Daily ConversationHigh School StudentsUniversity Students
C12
What is Engineering?: Crash Course Engineering #1
Business EnglishUniversity StudentsWorking Adults
B22
The Persians & Greeks: Crash Course World History #5
Cambridge Exam PrepHigh School StudentsUniversity Students
C13
The Secret to Business Writing: Crash Course Business - Soft Skills #3
Business EnglishUniversity StudentsWorking Adults
C12
Supervised Learning: Crash Course AI #2
Business EnglishUniversity StudentsWorking Adults
C1Why Are US Politics Today So Divisive?: Crash Course US Government #1
Daily ConversationUniversity Students
B22
Where Do Diamonds Come From?: Crash Course Geology #8
IELTS PrepTOEFL PrepCambridge Exam Prep
C11
Tissues, Part 1: Crash Course Anatomy & Physiology #2
Cambridge Exam PrepUniversity StudentsWorking Adults
C11
Psychological Research: Crash Course Psychology #2
Daily ConversationUniversity Students
C14
Writing Systems: Crash Course Linguistics #16
Cambridge Exam PrepUniversity StudentsWorking Adults
C13
Where Did Democracy Come From, and Does It Still Work?
IELTS PrepTOEFL PrepUniversity Students
C12
The Nucleus: Crash Course Chemistry #1
IELTS PrepTOEFL PrepUniversity Students
FOR YOU
Aanbevolen Video
B286
17 zinnen
Why You Remember Embarrassing Moments
British AccentDaily ConversationUniversity StudentsWorking Adults
C11
64 zinnen
Core Knowledge (Stanford Psych 60)
Daily ConversationUniversity Students
C11
173 zinnen
AI Agent Memory Architecture: Structured SQL, Semantic Vector Search & Memory Bank
Daily ConversationUniversity Students
C11
47 zinnen
How to find hidden clues at crime scenes Theodore E Yeshion
Daily ConversationUniversity StudentsWorking Adults
C17
15 zinnen
How to Remember Everything You Read
Daily ConversationUniversity Students
C14
125 zinnen
The Surprising Reason Your Past Still Controls You
American AccentDaily ConversationUniversity StudentsWorking Adults
C12
101 zinnen
A NEUROCIÊNCIA DA APRENDIZAGEM
Daily ConversationUniversity Students
C11
289 zinnen
Psychology of EGO: Why We Get Offended So Easily?
Daily ConversationUniversity Students
C12
806 zinnen
The Power of Reading - Stephen Krashen
Daily ConversationUniversity Students
B21
28 zinnen
CET-6 Listening Practice: Can Older Brains Still Change?
British AccentCET-4/6 PrepDaily ConversationUniversity Students
Woordenschat en spreektips bij deze les
Deze spreekles is gebaseerd op de video “Remembering and Forgetting: Crash Course Psychology”. Deze woorden komen het vaakst terug: memory, memories, forget, Bernice. Deze video bevat 142 zinnen en 2132 woorden om na te spreken. Het gesproken deel duurt 10:07. De spreker praat snel, ongeveer 211 woorden per minuut, dus reken op verbonden en ingeslikte klanken. Slechts 81% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is pittig.
Belangrijke woorden in deze video
15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| banana zelfstandig naamwoord | /bəˈnænə/ | banaan, pisang |
| thief zelfstandig naamwoord | /ˈθiːf/ | dief, dievegge |
| cue zelfstandig naamwoord | /kju/ | teken |
| retrieve werkwoord | /ɹɪˈtɹiːv/ | terugbrengen, terugkrijgen |
| emotion zelfstandig naamwoord | /ɪˈməʊ.ʃən/ | emotie |
| interference zelfstandig naamwoord | /ˌɪntəɹˈfɪɹɪns/ | bemoeien |
| mood zelfstandig naamwoord | /muːd/ | humeur, stemming |
| jacket zelfstandig naamwoord | /ˈd͡ʒæk.ɪt/ | jas |
| dependent bijvoeglijk naamwoord | /dɪˈpɛndənt/ | afhankelijk |
| smash werkwoord | /smæʃ/ | verpletteren, kapotslaan |
| consciously bijwoord | bewust | |
| lesson zelfstandig naamwoord | /ˈlɛs.ən/ | les |
| essentially bijwoord | /ɪˈsɛnʃəli/ | essentieel |
| conscious bijvoeglijk naamwoord | /ˈkɑn.ʃəs/ | bij bewustzijn, alert |
| cookie zelfstandig naamwoord | /ˈkʊki/ | koekje |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| come back werkwoord | terugkomen |
| end up werkwoord | belanden, terechtkomen |
| get off werkwoord | van ... afgaan |
| get up werkwoord | opstaan |
| turn out werkwoord | uitvallen, resulteren |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- We're all constantly retrieving memories throughout the day.
- What color was the guy's jacket?
- Why am I in the kitchen?
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | was found · was set · are dealt |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | we've stored · have been encoded · you've learned |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | guy who more · California, which is · brain, which is |
Uitspraak om op te letten
De spreker gebruikt 37 samentrekkingen en verkorte vormen, zoals you're, I'm, didn't. Spreek ze kort uit, zoals je ze hoort.
- De “th”-klanken: thief /ˈθiːf/, bath /bɑːθ/, worthy /ˈwɝ.ði/, grandfather /ˈɡɹæn(d)ˌfɑðɚ/
- De klanken “sh” en “zh”: emotion /ɪˈməʊ.ʃən/, smash /smæʃ/, essentially /ɪˈsɛnʃəli/, conscious /ˈkɑn.ʃəs/, reconstruction /ˌɹiːkənˈstɹʌkʃən/
- Lange woorden — let op de klemtoon: interference /ˌɪntəɹˈfɪɹɪns/, essentially /ɪˈsɛnʃəli/, reconstruction /ˌɹiːkənˈstɹʌkʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, experiment /ɪkˈspɛɹ.ə.mənt/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: retrieve /ɹɪˈtɹiːv/, mood /muːd/, package /ˈpæk.ɪd͡ʒ/, password /ˈpæs.wɜɹd/, fade /feɪd/
- /æ/ — opener dan de Nederlandse “e”: banana /bəˈnænə/, jacket /ˈd͡ʒæk.ɪt/, smash /smæʃ/, gap /ɡæp/, package /ˈpæk.ɪd͡ʒ/
- /g/ — een harde plofklank, geen Nederlandse “g”: gap /ɡæp/, grandfather /ˈɡɹæn(d)ˌfɑðɚ/, graphics /ˈɡɹæfɪks/, grocery /ˈɡɹəʊ.s(ə.)ɹi/, exhaust /ɪɡˈzɔst/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als banana, thief, cue.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.