Cómo practicar esta pieza
1. Escucha sin leer
Pon play y no mires el texto. Puedes repetir el audio las veces que quieras o bajarle la velocidad.
2. Haz los ejercicios
Comprensión, verdadero o falso, ordenar, habla real y un dictado. Cada uno se verifica al final.
3. Lee y escucha otra vez
Al terminar todos los ejercicios se desbloquea el texto, con cada palabra resaltada mientras suena.
Comprensión
Elige tus respuestas. No se califican solas: cuando termines todas, pulsa «Verificar respuestas» al final para ver cuáles acertaste.
Pregunta 1
What is the main idea of the talk?
Pregunta 2
How has the speaker's opinion of forgetting changed over the years?
Pregunta 3
How did Ebbinghaus study memory?
Pregunta 4
When does most of the forgetting happen?
Pregunta 5
What did Ebbinghaus notice about material he had reviewed before?
Pregunta 6
What is the result of the example with the two students?
Pregunta 7
What does the speaker admit about her explanation of why spacing works?
Pregunta 8
How does the speaker feel about the advice she gives at the end?
0 de 8 respondidas
Sobre esta pieza
Una profesora universitaria explica por qué olvidar no es solo un fracaso y cómo el momento del repaso ayuda a que los recuerdos duren. Practica seguir una explicación larga con un argumento claro, salvedades y un ejemplo concreto.
Qué vas a practicar
- Comprensión: la idea principal y los detalles que se escuchan (números, precios, horas, nombres).
- Verdadero, falso o no se dice: atención precisa a lo que de verdad se dijo.
- Ordenar: seguir la secuencia de lo que pasó.
- Habla real: formas y expresiones que no suenan como se escriben.
- Dictado: escribir las palabras que faltan en una frase del audio.
Vocabulario de esta pieza
caveats noun
salvedades, reservas
warnings or conditions that limit what you are saying
replicated verb
replicado, repetido (en un estudio)
repeated in the same way, to see if you get the same result
flattens verb
se aplana, se nivela
becomes level, with less change
cramming noun
estudiar a la carrera, empollar
studying a lot in a very short time before a test
fragile adjective
frágil
easy to break or lose
durable adjective
duradero
able to last a long time
retrieval noun
recuperación (de un recuerdo)
the act of getting information back from memory
plausible adjective
plausible, verosímil
likely to be true; reasonable
revision noun
repaso (para un examen)
studying again what you have learned, before an exam
Dr. Helen Marsh: Good afternoon, everyone. I'd like to begin with a confession: I used to think of forgetting as a kind of failure, something to be avoided at all costs.
Dr. Helen Marsh: Over the years, however, I've come to see it very differently.
Dr. Helen Marsh: The story starts in the late nineteenth century, with the German psychologist Hermann Ebbinghaus.
Dr. Helen Marsh: Rather than study other people, he used himself as his only subject, memorising long lists of meaningless syllables and then testing how much he could recall after different intervals.
Dr. Helen Marsh: What he found has been replicated, with some caveats, many times since.
Dr. Helen Marsh: Forgetting, it turns out, isn't steady. Most of the loss occurs early, within hours of learning, and then the decline gradually flattens out.
Dr. Helen Marsh: This is what we now call the forgetting curve.
Dr. Helen Marsh: Now, it would be easy to draw a gloomy conclusion from this, namely that anything we learn is doomed to vanish. But that's not the whole picture.
Dr. Helen Marsh: Ebbinghaus also noticed that material he had reviewed before was relearned far more quickly than material that was entirely new.
Dr. Helen Marsh: Which brings me to the point I really want to make. It isn't merely that we forget; it's that the timing of our review matters.
Dr. Helen Marsh: Studying the same material in a single, intense session, what we commonly call cramming, tends to produce a quick but fragile result.
Dr. Helen Marsh: Spreading the same effort over several days, by contrast, seems to make memories considerably more durable.
Dr. Helen Marsh: To make this concrete, imagine two students learning the same fifty words. One studies for five hours on Sunday night. The other studies for an hour a day over five days.
Dr. Helen Marsh: A week later, the second student will, on average, remember noticeably more, even though both spent exactly the same time.
Dr. Helen Marsh: I should stress that nobody fully understands why this is so. One plausible explanation is that a little forgetting makes retrieval harder, and it's precisely that difficulty that strengthens the memory.
Dr. Helen Marsh: Not until we struggle to remember something do we give the brain a reason to hold on to it.
Dr. Helen Marsh: So, what should we take away from all this? Hardly anything I'm saying is revolutionary.
Dr. Helen Marsh: Yet most of us still leave our revision until the night before.
Dr. Helen Marsh: If I could persuade you to do just one thing, it would be this: study a little, forget a little, and then come back to it.
Dr. Helen Marsh: Thank you. I'm happy to take questions.