memory: scandalous concepts...• study abroad/oconus immersion • interaction with émigré...
TRANSCRIPT
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MEMORY:
SCANDALOUS CONCEPTS
BETTY LOU LEAVER
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WHAT IS MEMORY?
• Types of memory• Rote vs Associative• Declarative (Brain)
• Episodic• Semantic
• Procedural (Body) • Sensory
• Memory is not a location!
• Memory is action (a process)!
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THE MEMORY TRIANGLETime
ContentContext
Acquisition
LinguisticSchemata
Acquisition = Content/Context + Linguistic Schemata + TimeAssociative Memory = LS and/or CC + Time/(LS+CC)
Rote Memory = Time x 3
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MEMORY TYPES
&
LEVELS OF FOREIGN LANGUAGE PROFICIENCY
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ROTE MEMORY• Best for upper levels
• Upper levels: +CC+LS-T• Lower levels: -CC-LS+T
• Genres• Poetry & songs• Nursery rhymes & games• Literary quotes
• Applications• Templates from scripts (authentic texts)• Models for grammar• Advanced & archaic lexical items• Sociocultural competence
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ASSOCIATIVE MEMORY• Lower levels
• L1 & C1• Emerging L2• Possibly L/C 3, linguistics, English specialties
• Upper levels• L1 & C1• L2
• Phonetics (sounds, spelling, intonation)• Sociolinguistic phenomena
• C2 • Sociocultural phenomena (humor, attitude, etc.)• Literature• History, “great themes,” etc.
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EPISODIC MEMORY• Language embedded in experience
• Study abroad/OCONUS immersion• Interaction with émigré communities• Extramural activities (music, speech, lit clubs)• FTX activities/Iso-immersions• Lower value at lower levels
• Language embedded in classroom activities • Briefings based on self-conducted research• Real-life, transferable tasks• Content study• EFAs• Greater variability at upper levels
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SEMANTIC MEMORY• Lower levels
• Develop through preferred learning styles• Practice through non-preferred styles• Include reading, writing, listening, speaking• Include professional translation & interpretation
• Upper levels• Word building, etymology, synonymy • Grammatical equivalence • Register shift activities• Genre, discourse, text – wide range of types• Creative writing
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MEMORY IN ACTION
• Storing (gathering potential supplies)• Recalling (selecting specific supplies as needed)• Getting to Work (procedure in using supplies)
In other words, making the soup!
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GATHERING THE SUPPLIES (STORING)• Attention at upper levels
• Common patterns• Unusual attributes
• Short-term “holding”• Repetition• “Ah-hah!” (constant comparison & analysis)
• Long-term/permanent• Chunking & chaining• Personalization/meaning-making• Elaboration (e.g., mnemonics)• Disassembly & encoding (biological function)
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SELECTING SUPPLIES (RECALLING)• Recall
• Re-accessing (remembering)• “Act of creative re-imagination”
• Recognition (1 step) vs Reconstruction (2 steps)
• Retrieval errors• Incorrect recombination/from wrong “shelf”• Distorted forms/incorrectly “shelved”• Inability to retrieve
• Pathway blockage• Environmental or semantic interference• Trace decay
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GETTING TO WORK (WORKING MEMORY)• Combining stored “supplies” (making the soup)
• Processing new input/new combinations• Producing new sentences & neologisms• Individualization of expression
• Transactions (mix of new & old information)
• WM holds new words in abeyance • Common trait at upper levels• Cognitive overload at lower levels
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WORKING MEMORY CAPACITY DECLINES WITH AGE!
Strengthen through frequent use, creative reimagining, memory-building games like Lumosity, and memory-
friendly food like potatoes and bananas).
Compensate through backward build-up and increased schemata (cultural & linguistic experience).
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MEMORY IN ADVANCED CLASSROOMS• Understanding
• Attention needed for storing• Building new linguistic and content schemata
• Linguistic analysis as a reading strategy• Reading strategies for reducing working memory
• Discussion of content and context/spiraling the same • Chunking & categorizing• Rhyming• Storytelling• Writing• Rehearsing (including singing)
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SUGGESTED HOMEWORK• Activities for repetition & practice, not new learning• Homework as exploration
• Using models (new lexicon, known grammar)• Using already processed authentic texts as templates
• Music & songs – alone or in groups/rehearsing• Talking
• Gathering data from native speakers• Movie, speaking, & discussion clubs• Preparing for a briefing or a storytelling period
• Writing• Playing games
• Games prepared by DLIFLC• Games from foreign websites
• Reviewing (right before sleep)(followed by a banana at breakfast)
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BOTTOM LINE
BE AWARE OF THE COGNITIVE LOAD CAPACITY BY LEVEL!
ACTIVATE MEMORY BY REMEMBERING THAT MEMORY IS AN
ACTION!