My IATEFL 2021 presentation is scheduled for Monday 21 June at 11 am (UK time).

In this talk I review what is currently known about how human memory operates and I offer suggestions on how this knowledge can be applied in language training. I look at various factors that enhance memorability and I share some tried and tested strategies to maximise our students’ learning opportunities.

My slides can be downloaded here.

References

Baddeley, A. (2000). Short-Term and Working Memory. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (77-92). New York, NY: Oxford University Press.

Bahrick, H. P. (2000). Long-Term Maintenance of Knowledge. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (473-362). New York, NY: Oxford University Press.

Bartlett, F. C. (1932, 1995). Remembering: A Study in Experimental and Social Psychology. Cambridge, UK: Cambridge University Press.

Bower, G. H. (2000). A Brief History of Memory Research. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (3-32). New York, NY: Oxford University Press.

Brown, S. C., & Craik, F. I. M. (2000). Encoding and Retrieval of Information. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (93-107). New York, NY: Oxford University Press.

Crowder, R. G., & Greene, R. L. (2000). Serial Learning. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (125-135). New York, NY: Oxford University Press.

Dellar, H. (2018, April). Spacing Out: In Praise Of Distributed Practice. Paper presented at the 52nd Annual International IATEFL Conference and Exhibition, Brighton, UK. Video recording available at: https://youtu.be/D9Go2rl9-OM

Gregg, V. H., & Gardiner, J. M. (1991). Components of Conscious Awareness in a Long-Term Modality Effect. British Journal of Psychology, 82, 153-162.

Hintzman, D. L. (2000). Memory Judgements. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (165-177). New York, NY: Oxford University Press.

Hodges, J. R. (2000). Memory in the Dementias. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (441-459). New York, NY: Oxford University Press.

Kean, S. (2014, August 26). What happens when you remove the hippocampus?. TED Ed. https://ed.ted.com/lessons/what-happens-when-you-remove-the-hippocampus-sam-kean

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching (3rd ed.). Oxford: Oxford University Press.

Lozanov, G. (1978). Suggestology and Outlines of Suggestopedy. Philadelphia, PA: Gordon and Breach Science Publishers.

Lozanov, G., & Gateva, E. (1988). The Foreign Language Teacher’s Suggestopedic Manual. Montreux, Switzerland: Gordon and Breach Science Publishers.

Luminet, O., & Curci, A. (Eds.). (2009). Flashbulb Memories: New Issues and New Perspectives. Hove, England: Psychology Press.

McClelland, J. L. (2000). Connectionist Models of Memory. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (583-598). New York, NY: Oxford University Press.

Nilsson, L. G. (2000). Remembering Actions and Words. In E. Tulving & F. I. M. Craik (Eds.), The Oxford Handbook of Memory (137-148). New York, NY: Oxford University Press.

Noice, H., & Noice, T. (1996). Two approaches to learning a theatrical script. Memory, 4(1), 1-17.

Noice, H., & Noice, T. (2006). What Studies of Actors and Acting CanTell Us About Memory and Cognitive Functioning. Current Directions in Psychological Science, 15(1), 14-18.

Thornbury, S. (2017). The New A-Z of ELT. London: Macmillan Education.

Tulving, E. (2001). Episodic Memory and Common Sense: How Far Apart?. Philosophical Transactions: Biological Sciences, 356(1413), 1505-1515.

Tulving, E., & Craik, F. I. M. (Eds.). (2000). The Oxford Handbook of Memory. New York, NY: Oxford University Press.

Young, R., & Messum, P. (2011). How We Learn and How We Should be Taught: An Introduction to the Work of Caleb Gattegno. London: Duo Flumina.