跟讀練習: Remembering and Forgetting: Crash Course Psychology #14 - 通過影片學習英語口語
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142 句
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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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本課的詞彙與口語要點
這節口語課以影片“Remembering and Forgetting: Crash Course Psychology”為素材。 影片中反覆出現的詞有：memory, memories, forget, Bernice。 這段影片共有 142 個句子、2132 個單詞可供跟讀。 講話部分時長為 10:07。 說話人語速較快，每分鐘約 211 個詞，會出現較多連讀和弱讀。 只有 81% 的單詞屬於英語最常用的 3,000 詞，詞彙難度較高。
影片中的重點詞彙
影片中 15 個值得學習的單詞，附發音和釋義：
| 單詞 | 發音 | 釋義 |
|---|---|---|
| recall 動詞 | /ɹɪˈkɔl/ | 罷免 /罷免, 召回 |
| banana 名詞 | /bəˈnænə/ | щёнҗё, баҗё |
| thief 名詞 | /ˈθiːf/ | 賊 /賊, 盜賊 /盜賊 |
| retrieve 動詞 | /ɹɪˈtɹiːv/ | 重拾 |
| emotion 名詞 | /ɪˈməʊ.ʃən/ | 感情, 情感 |
| interference 名詞 | /ˌɪntəɹˈfɪɹɪns/ | 阻礙 /阻礙, 干涉 |
| mood 名詞 | /muːd/ | 心情, 情緒 /情緒 |
| jacket 名詞 | /ˈd͡ʒæk.ɪt/ | 夾克 /夾克, 上衣 |
| dependent 形容詞 | /dɪˈpɛndənt/ | 依靠, 倚賴 /倚賴 |
| smash 動詞 | /smæʃ/ | 粉碎 |
| lesson 名詞 | /ˈlɛs.ən/ | 課業 /課業, -課 /-課 |
| essentially 副詞 | /ɪˈsɛnʃəli/ | 本質上 /本質上, 基本上 |
| cookie 名詞 | /ˈkʊki/ | 餅乾 /餅乾, 曲奇 |
| alter 動詞 | /ˈɔl.təɹ/ | 改變 /改變, 轉變 /轉變 |
| reconstruction 名詞 | /ˌɹiːkənˈstɹʌkʃən/ | 重建 |
影片中出現的短語動詞
| 單詞 | 發音 | 釋義 |
|---|---|---|
| come back 動詞 | 回來 /回來, 返回 | |
| end up 動詞 | 到達 | |
| get through 動詞 | /ɡɛt ˈθɹu/ | 度過 /度過 |
| get up 動詞 | 起床 | |
| turn out 動詞 | 原來 /原來 |
值得反覆跟讀的句子
影片中簡短而完整的句子，可以直接用在日常對話裡：
- We're all constantly retrieving memories throughout the day.
- What color was the guy's jacket?
- Why am I in the kitchen?
影片中的語法
說話人最常用的結構，並附上影片中的原話：
| 結構 | 影片中的用法 |
|---|---|
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | was found · was set · are dealt |
| 現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事 | we've stored · have been encoded · you've learned |
| 定語從句 who / which + 從句 — 補充說明人或事物 | guy who more · California, which is · brain, which is |
需要注意的發音
說話人用了 37 次縮略和弱讀形式，例如 you're, I'm, didn't。請按聽到的簡短形式來說。
- “th” 音: thief /ˈθiːf/, bath /bɑːθ/, worthy /ˈwɝ.ði/, grandfather /ˈɡɹæn(d)ˌfɑðɚ/
- “sh” 和 “zh” 音: emotion /ɪˈməʊ.ʃən/, smash /smæʃ/, essentially /ɪˈsɛnʃəli/, conscious /ˈkɑn.ʃəs/, reconstruction /ˌɹiːkənˈstɹʌkʃən/
- 長單詞——注意重音位置: interference /ˌɪntəɹˈfɪɹɪns/, essentially /ɪˈsɛnʃəli/, reconstruction /ˌɹiːkənˈstɹʌkʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, experiment /ɪkˈspɛɹ.ə.mənt/
中文母語者容易讀錯的音：
- /v/ — 不要讀成 /w/，上齒輕觸下唇: retrieve /ɹɪˈtɹiːv/, diverse /daɪˈvɜːs/, vulnerable /ˈvʌln(ə)ɹəbl̩/, invisible /ɪnˈvɪzəb(ə)l/, inevitable /ɪˈnɛvɪtəbəl/
- 詞尾子音 — 要讀清楚，後面不要加母音: thief /ˈθiːf/, retrieve /ɹɪˈtɹiːv/, interference /ˌɪntəɹˈfɪɹɪns/, mood /muːd/, jacket /ˈd͡ʒæk.ɪt/
- /r/ 和 /l/ 的區別: recall /ɹɪˈkɔl/, alter /ˈɔl.təɹ/, trail /tɹeɪl/, relax /ɹɪˈlæks/, reliable /ɹɪˈlaɪəbl̩/
如何用這段影片練習
- 先完整聽一遍影片，不要開口，記下不認識的單詞。
- 先用 0.75 倍速逐句跟讀，熟練之後再回到正常速度。
- 錄下自己的聲音並與原聲對比，特別注意 recall, banana, thief 這類單詞。
什麼是跟讀法？
跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。