Shadowing Practice: Remembering and Forgetting: Crash Course Psychology #14 - Learn English Speaking with Video
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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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Bu dersin kelimeleri ve konuşma notları
Bu konuşma dersi “Remembering and Forgetting: Crash Course Psychology” videosuna dayanıyor. En çok tekrarlanan kelimeler: memory, memories, forget, Bernice. Bu videoda gölgeleme çalışması için 142 cümle ve 2132 kelime var. Konuşma bölümü 10:07 sürüyor. Konuşmacı hızlı konuşuyor, dakikada yaklaşık 211 kelime; bu yüzden birbirine bağlanan ve zayıflayan sesler duyacaksınız. Kelimelerin yalnızca %81’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığı zorlayıcı.
Bu videodaki önemli kelimeler
Videodan öğrenmeye değer 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| banana isim | /bəˈnænə/ | muz |
| thief isim | /ˈθiːf/ | hırsız, uğru |
| retrieve fiil | /ɹɪˈtɹiːv/ | geri almak |
| emotion isim | /ɪˈməʊ.ʃən/ | duygu, his |
| interference isim | /ˌɪntəɹˈfɪɹɪns/ | engelleme, müdahale |
| jacket isim | /ˈd͡ʒæk.ɪt/ | ceket |
| dependent sıfat | /dɪˈpɛndənt/ | bağımlı, bağlı |
| lesson isim | /ˈlɛs.ən/ | ders, çimke |
| conscious sıfat | /ˈkɑn.ʃəs/ | ayık, uyanık |
| cookie isim | /ˈkʊki/ | kurabiye |
| reconstruction isim | /ˌɹiːkənˈstɹʌkʃən/ | yeniden imar |
| interfere fiil | /ˌɪn.tɚˈfɪɚ/ | karışmak, müdahale etmek |
| innocence isim | /ˈɪnəsn̩s/ | suçsuzluk, masumiyet |
| psychologist isim | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | psikolog |
| earn fiil | /ɝn/ | hak etmek |
Duyacağınız deyimsel fiiller
| Kelime | Anlam |
|---|---|
| get off fiil | inmek |
| get up fiil | kalkmak |
| light up fiil | aydınlatmak |
Tekrar etmeye değer cümleler
Videodan, günlük konuşmada yeniden kullanabileceğiniz kısa ve tam cümleler:
- We're all constantly retrieving memories throughout the day.
- What color was the guy's jacket?
- Why am I in the kitchen?
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemli | was found · was set · are dealt |
| Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylem | we've stored · have been encoded · you've learned |
| İlgi cümlecikleri who / which + cümle — bir kişi ya da şey hakkında ek bilgi | guy who more · California, which is · brain, which is |
Dikkat edilecek telaffuzlar
Konuşmacı you're, I'm, didn't gibi kısaltılmış biçimleri 37 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
- “th” sesleri: thief /ˈθiːf/, bath /bɑːθ/, worthy /ˈwɝ.ði/, grandfather /ˈɡɹæn(d)ˌfɑðɚ/
- “sh” ve “zh” sesleri: emotion /ɪˈməʊ.ʃən/, smash /smæʃ/, essentially /ɪˈsɛnʃəli/, conscious /ˈkɑn.ʃəs/, reconstruction /ˌɹiːkənˈstɹʌkʃən/
- Uzun kelimeler — vurguyu doğru yere koyun: interference /ˌɪntəɹˈfɪɹɪns/, essentially /ɪˈsɛnʃəli/, reconstruction /ˌɹiːkənˈstɹʌkʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, experiment /ɪkˈspɛɹ.ə.mənt/
Türkçe konuşanların zorlandığı sesler:
- /w/ — dudaklar yuvarlak, /v/ değil: meanwhile /ˈmiːnwaɪl/, worthy /ˈwɝ.ði/, twist /twɪst/, password /ˈpæs.wɜɹd/, backward /ˈbækwɚd/
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: cue /kju/, smash /smæʃ/, flip /flɪp/, trick /ˈtɹɪk/, trail /tɹeɪl/
- /æ/ — “e”den daha açık: banana /bəˈnænə/, jacket /ˈd͡ʒæk.ɪt/, smash /smæʃ/, gap /ɡæp/, package /ˈpæk.ɪd͡ʒ/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- 0,75× hızla başlayın, cümle cümle tekrar edin ve kolaylaşınca normal hıza dönün.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; banana, thief, retrieve gibi kelimelere özellikle dikkat edin.
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.