Episodic Memory - IELTS Listening Answers & Explanations
From Cambridge IELTS 13 Academic Listening Test 2 · Part 4 · Questions 31–40
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Questions
Questions 31–40 Note Completion
Complete the notes below.
Write ONE WORD ONLY for each answer.
Episodic memory
- the ability to recall details, e.g. the time and 31 of past events
- different to semantic memory – the ability to remember general information about the 32, which does not involve recalling 33 information
Forming episodic memories involves three steps:
Encoding
- involves receiving and processing information
- the more 34 Given to an event, the more successfully it can be encoded
- to remember a 35, it is useful to have a strategy for encoding such information
Consolidation
- how memories are strengthened and stored
- most effective when memories can be added to a 36 Of related information
- the 37 Of retrieval affects the strength of memories
Retrieval
- memory retrieval often depends on using a prompt, e.g. the 38 Of an object near to the place where you left your car
Episodic memory impairments
- these affect people with a wide range of medical conditions
- games which stimulate the 39 have been found to help people with schizophrenia
- children with autism may have difficulty forming episodic memories – possibly because their concept of the 40 may be absent
- memory training may help autistic children develop social skills
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q31 | location | Episodic memories include various details about these events, for example, when an event happened and other information such as the location. | Excerpt/Transcript Explanation: The transcript talks about remembering details like when an event happened and where it took place. Answer Explanation: The answer is 'location,' which refers to the specific place where an event occurred. Reason For Correctness: The correct answer is 'location' because in the given excerpt, it mentions that episodic memories include details like when an event happened and 'the location' of the event, indicating that remembering where something happened is crucial for episodic memory. |
| Q32 | world | This is the type of factual memory that we have in common with everyone else – that is your general knowledge of the world. | Excerpt/Transcript Explanation: The transcript talks about a type of memory that we all share, which is our general knowledge about the world. Answer Explanation: The answer refers to the word 'world' as the one-word answer that fits the blanks in the notes about general knowledge shared by everyone. Reason For Correctness: The correct answer is 'world' because it fits the context of general knowledge about the world mentioned in the excerpt. This aligns with the shared semantic memory that all individuals have regarding information about the world around them. |
| Q33 | personal | Unlike episodic memory, semantic memory isn’t dependent on recalling personal experiences. | Excerpt/Transcript Explanation: The transcript talks about how semantic memory is different from episodic memory in that it doesn't rely on remembering personal experiences. Answer Explanation: The answer refers to something related to oneself or an individual's own experiences. Reason For Correctness: The correct answer 'personal' fits because it reflects the idea that semantic memory does not involve recalling personal experiences. It contrasts with episodic memory, which is about remembering specific personal events or episodes. |
| Q34 | attention | 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. | Excerpt/Transcript Explanation: The transcript is saying that how well you remember something depends on how much you focus on it at the time it happens. Answer Explanation: The answer implies that giving attention to something is crucial for encoding it into memory. Reason For Correctness: The correct answer is 'attention' because the excerpt mentions that the success of encoding memories depends on the level of attention you give to an event. This shows that paying attention is essential for remembering details of past events. |
| Q35 | name | 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. | Excerpt/Transcript Explanation: The transcript talks about making connections between different things, like remembering someone's name by associating it with a relative who shares the same name. Answer Explanation: The answer 'name' refers to the piece of information that is being encoded or remembered, which in this case is 'Charlie's name.' Reason For Correctness: The correct answer is 'name' because the excerpt mentions remembering Charlie's name by forming a connection with someone who has the same name, emphasizing the importance of having a strategy to encode and recall specific information such as names. |
| Q36 | network | Consolidation is most effective when the information being stored can be linked to an existing network of information. | Excerpt/Transcript Explanation: The transcript tells us that memories are strengthened and stored most effectively when the information being stored can be connected to a system or group of related information. Answer Explanation: The answer refers to a network, which is a system of interconnected things or people. In this context, it means that memories are consolidated well when new information can be associated with an existing network of related information. Reason For Correctness: The correct answer aligns perfectly with the concept mentioned in the excerpt that memories are better consolidated when connected or linked to an existing network of information. It captures the essence of forming strong memories by integrating new information into a pre-existing system or network of knowledge. |
| Q37 | frequency | Forming strong memories depends on the frequency with which you try to retrieve them. | Excerpt/Transcript Explanation: The transcript is saying that the strength of memories you form depends on how often you try to remember them. Answer Explanation: The answer refers to how often you try to remember something. Reason For Correctness: The correct answer correlates with the excerpt as it highlights that forming strong memories involves the frequency of retrieval attempts. So, the more frequently you try to remember something, the stronger your memories can become. |
| Q38 | colour / color | 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 | Excerpt/Transcript Explanation: The transcript explains that when you try to remember where you parked your car, you might think about the color of a sign nearby. This color helps you remember better where your car is. Answer Explanation: The answer 'colour' means the way something looks, like red, blue, or green. It is a way to describe how we see things. Reason For Correctness: The correct answer is 'colour' because it is used as a hint or prompt to help find the place where you parked your car. The transcript says that using the color of a sign can help you remember. |
| Q39 | brain | Recent studies have shown that computer- assisted games designed to keep the brain active can help improve their episodic memory. | Excerpt/Transcript Explanation: The transcript is saying that games on the computer that challenge the brain can help improve episodic memory. Answer Explanation: The answer refers to the 'brain', which is an essential part of the body that controls memory, thinking, and other functions. Reason For Correctness: The correct answer is 'brain' because the excerpt mentions computer-assisted games designed to keep the brain active, indicating that the brain plays a crucial role in improving episodic memory through such activities. |
| Q40 | self | Episodic memories can help people connect with others, for instance by sharing intimate details about their past; something individuals with autism often have problems with. This may be caused by an absence of a sense of self. | Excerpt/Transcript Explanation: The transcript explains that individuals with autism may have difficulty sharing personal details about their past, possibly due to not having a strong sense of self. Answer Explanation: The answer refers to 'self,' which means one's own individual identity or unique characteristics. Reason For Correctness: The correct answer is 'self' because the excerpt suggests that a lack of a sense of self could be a reason why individuals with autism struggle to share personal information, impacting their episodic memory formation. |
Transcript
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. 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. 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.
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. 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.
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. 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. 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. You actually have to mentally travel back to the moment you parked.
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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 individuals’ 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.
Episodic memories can help people connect with others, for instance by sharing intimate details about their past; something individuals with autism often have problems with. This may be caused by an absence of a sense of self. 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 …