Today, we’ll be continuing the series of lectures on memory by focusing on what is called episodic memory and what can happen if this is not working properly.
Episodic memory refers to the memory of an event or ‘episode’. Episodic memories allow us to mentally travel back in time to an event from the past. Episodic memories include various details about these events, for example, when an event happened and other information such as the location 【Q31】. To help understand this concept, try to remember the last time you ate dinner at a restaurant. The ability to remember where you ate, who you were with and the items you ordered are all features of an episodic memory.
Episodic memory is distinct from another type of memory called semantic memory. This is the type of factual memory that we have in common with everyone else – that is your general knowledge of the world 【Q32】. To build upon a previous example, remembering where you parked your car is an example of episodic memory, but your understanding of what a car is and how an engine works are examples of sematic memory. Unlike episodic memory, semantic memory isn’t dependent on recalling personal experiences. 【Q33】
Episodic memory can be thought of as a process with several different steps of memory processing: encoding, consolidation and retrieval.
The initial step is called encoding. This involves the process of receiving and registering information, which is necessary for creating memories of information or events that you experience. The degree to which you can successfully encode information depends on the level of attention you give to an event while it’s actually happening 【Q34】. Being distracted can make effective encoding very difficult. Encoding of episodic memories is also influenced by how you process the event. For example, if you were introduced to someone called Charlie, you might make the connection that your uncle has the same name. Future recollection of Charlie’s name is much easier if you have a strategy to help you encode it. 【Q35】
Memory consolidation, the next step in forming an episodic memory, is the process by which memories of encoded information are strengthened, stabilised and stored to facilitate later retrieval. Consolidation is most effective when the information being stored can be linked to an existing network of information 【Q36】. Consolidation makes it possible for you to store memories for later retrieval indefinitely. Forming strong memories depends on the frequency with which you try to retrieve them 【Q37】. Memories can fade or become harder to retrieve if they aren’t used very often.
The last step in forming episodic memories is called retrieval, which is the conscious recollection of encoded information. Retrieving information from episodic memory depends upon semantic, olfactory, auditory and visual factors. These help episodic memory retrieval by acting as a prompt. For example, when recalling where you parked your car you may use the colour of a sign close to where you parked 【Q38】. You actually have to mentally travel back to the moment you parked.
There are a wide range of neurological diseases and conditions that can affect episodic memory. These range from Alzheimer’s to schizophrenia to autism. An impairment of episodic memory can have a profound effect on inpiduals’ lives. For example, the symptoms of schizophrenia can be reasonably well controlled by medication; however, patients’ episodic memory may still be impaired and so they are often unable to return to university or work. Recent studies have shown that computer- assisted games designed to keep the brain active can help improve their episodic memory. 【Q39】
Episodic memories can help people connect with others, for instance by sharing intimate details about their past; something inpiduals with autism often have problems with. This may be caused by an absence of a sense of self 【Q40】. This is essential for the storage of episodic memory, and has been found to be impaired in children with autism. Research has shown that treatments that improve memory may also have a positive impact on children’s social development.
One study looked at a …
Complete the notes below.
Write ONE WORD ONLY for each answer.
听前预测：定位词 time；提示词 recall details。此处应填名词。
题目解析：此题定位有一定的干扰，首先听到“Episodic memories allow us to mentally travel back in time to an event from the past”，其中 time 为定位词（首次出现），但答案并未直接给出，随后听到“Episodic memories include various details about these events, for example, when an event happened and other information such as the location.”，其中 details 为提示词，when an event happened 对应定位词 time（定位词第二次出现），因此答案为与它并列的 location。大家在做题时切勿急躁，在定位词出现后没有即刻找到答案也没有关系，有时会出现定位词二次出现再导出答案的情况。
听前预测：定位词 semantic memory、general information；提示词 about、the。此处应填名词。
题目解析：此题不难，首先听到了定位词 semantic memory，然后就出现了答案对应信息 “that is your general knowledge of the world”，其中 general knowledge 对应定位词 general information，of 对应题干提示词 about，the 为提示词原词，因此答案为 world。
听前预测：定位词 recalling；提示词 not。
题目解析：定位词、提示词和答案一起出现，具体对应信息为“semantic memory isn’t dependent on recalling personal experiences”，其中 isn’t dependent on 对应题干中的 does not involve，experience 对应 information，因此答案为 personal。
听前预测：定位词 receiving and processing information；提示词 the more…, the more… 结构。此处应填名词。
题目解析：我们首先听到了定位词 receiving and registering information，然后听到“The degree to which you can successfully encode information depends on the level of attention you give to an event while it’s actually happening.”，其中 the degree to… depends on… 与提示词 the more…, the more… 为同义替换，因此答案为 attention。
听前预测：定位词 to remember a…；提示词 strategy。此处应填名词。
题目解析：此题较难，通过分析题干含义（为了记住……，需要使用一个策略）可以把我们的关注点放在文中列举的例子上。首先听到逻辑信号词 for example，提示我们答案快来了。然后听到“…if you were introduced to someone called Charlie, you might make the connection that your uncle has the same name.”，此时，我们需要记下 name 一词。接着听到“Future recollection of Charlie’s name is much easier if you have a strategy to help you encode it.”（如果你有一个策略帮助你编译记忆，这将会使你在未来回忆起 Charlie 的名字时变得更容易。），结合之前的分析，可以确定答案为 name。
听前预测：定位词 most effective；提示词 related information。此处应填名词。
题目解析：此题较简单，定位词和答案一起出现，具体对应信息为“Consolidation is most effective when the information being stored can be linked to an existing network of information.”（当储存的信息与现存的信息网络相关联时，整合巩固是最有效的。），其中 can be linked to…information 对应提示词 related information，因此答案为 network。
听前预测：定位词 retrieval、strength of memories；提示词 affects。
题目解析：此题较简单，定位词和答案一起出现，具体对应信息为“Forming strong memories depends on the frequency with which you try to retrieve them.”，该句句式顺序虽然 颠倒，但变化不大，且提前提示了答案，其中 forming strong memories 对应定位词 strength of memories，原句意为强烈的记忆力取决于回忆这些记忆的频率，因此答案为 frequency。
听前预测：定位词 prompt、car；提示词 object。此处应填名词。
题目解析：此题较简单，先是出现了定位词 prompt，然后出现了答案对应信息“For example, when recalling where you parked your car you may use the colour of a sign close to where you parked.”，其中 sign 对应题干中的 object，因此答案为 colour/ color。
听前预测：定位词 games；提示词 stimulate。此处应填名词。
题目解析：此题较简单，定位词和答案一起出现，具体对应信息为“computer-assisted games designed to keep the brain active can help improve their episodic memory”（设计保持脑部活力的电脑游戏能够帮助改善他们的情景记忆），其中 keep active 对应题干中的 stimulate，因此答案为 brain。
听前预测：定位词 autism、concept；提示词 be absent。此处应填名词。
题目解析：此题较简单，先是出现了定位词 autism，紧接着出现了答案对应信息“This may be caused by an absence of a sense of self.（这可能是因缺乏自我认知而造成的。）”，其中 sense of 对应题干中的 concept of，因此答案为 self。
