Victoria League Key: {1s}

Transcript

April 18th, 2013

indicates that someone is interrupting amount of time that someone pauses for a small pause in speech that is less than 1s long in which the speaker trails off or is gathering thought text in brackets is a phrase for clarification of events during the transcription

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Vicki: Um, as far as organizing it, {1s} would you rather us read through it, {1s} and then try to determine, um when to break up paragraphs, and do that, or do you wanna, um Writer: Yeah, sure V: {2s} just summarize it for me, and then we can talk about the different ideas, and W: Uh V: try to find them in the paper? {1s} W: I also got like, questions about, like, how to do the cite, too um {1s} Umm {7s} V: Okay W: I dont know if it flows, like, the paper flows {1s} V: Okay. Well then what we can do is we can start reading it umm, if you want to read it out loud, you can, if you dont want to, I can read it out loud if youre more comfortable with that W: Alright W: You can read it V: {laughs} Okay W: {laughs} Sorry V: So Ill read up to this paragraph break and we can talk about, um the introduction. Okay. {starts reading} The brain is an organ vital in the control and regulation of biological and chemical processes of our body. In addition, it is essential for retention and recollection of memories, which is the primary focus of this paper. Our past memories are what makes us who we are and gives us our identity. Neurological synapses in our brain influence what we do based on the memories that we have acquired throughout our lifetime. {1s} Okay. {1s} So that seems to introduce your topic of the brain and memories and, um {1s} retaining all this information. {2s} W: I think that right here I start introducing the, the sources {1s}Yeah V: Okay. {2s} Soo, umm, {1s} if you

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April 18th, 2013

ended it there, I feel that the reader is left without a clear focus of what youre going to be talking about, um youre reviewing {5s} is it, um, a source youre reviewing or is it a topic youre reviewing? Because I know its a lit review W: Yeah, uh, so, my topic is like about memory, retention, and uh recollection, so um {2s} I think that for this assignment I have to, uh, introduce like what Im doing and {1s} like my sources, how they relate to it {1s} V: Okay. Um, {1s} when the reader finishes, um, going through your paper what do you want them to, what ideas do you want them to have after reading it, like what do you want them to come away with from your paper? W: Um, just like more knowledge about the topic. V: Okay. So its more of an informational thing, like youre not arguing any points youre trying W: Yeah V: to W: No V: Okay. {1s} Alright. {1s} Sooo. {2s} That introduces your topic {5s} and then here you bring in a source. Right? {2s} Okay so {begins reading} According to Beck, we remember what is of importance to us. Attention is essential for acquiring information and our emotions and senses affect the amount of information that we retain. We are able to make associations with information that cannot be completely recalled. Uh W: (mumbled words) V: Sigil? {trying to pronounce name} W: Yeah V: Sigil explains that partial recalled memory can be associated with structural, phonological letters of the recalled word or semantic, the meaning of the word clues. She then examines how participants filter images. Experiments were conducted with images of with participants that were categorized into high and low visual working memory capacity groups using information that were computerized images. {1s} Uum, lets see {1s} So here um I just stopped there because its a pretty big chunk. Um, {1s} W: I think those are 3 different sources. Yeah, (mumbles) V: Okay. {5s} Soo, I think {1s} W: Do you think I should like split it more? I mean like put more about it? I dont know if its looks clear. V: Um, Im just a little confused as to what youre trying to tell me, like what the main focus is, because you introduce, um {1s} memories and then you talk about what we remember, and how we remember it, um {1s} and then you go into {1s} um, experiments. So by saying all of this, what is your main point about, um, memory here? W: Oh um, for this source, I I was like explaining a little bit about it, you know, and then, V: Okay W: um, {1s} what, um, for my research, Im uh, trying to like, experiment on uh, how we

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April 18th, 2013

remember words, and {1s} versus, like numbers and images so then after I introduce the, V: Okay W: the memory but how, how it works and, like, what we know. I started going into just different details about the, the types of information, (mumbles) V: Okay. So, I think what you just did there by telling that Im just gonna move this closer {moves microphone}, is that you say that you introduce um, memory here. So, maybe you mentioned that, then you go into more specific things? Maybe that could be split up, like youre introducing it and the general ideas and a couple of examples with this experiment here and then maybe another paragraph could be talking about the specifics of memory and how it works. W: So that should be part of the introduction? V: Um {4s} Because you start talking about some specific sources here and a specific experiment, I would say that that should be maybe your first paragraph. Um, {1s} I think I agree with this marking here that says to cut your paragraph there {2s} because I feel like this is introducing a more like, general idea of what your topic is going to be. And then you get more specific about {1s} what exact part of the brain and memory youre going to be talking about. W: Okay. V: So According to Beck, who talked about whats important and the attention that we pay to things and the associations that we make with information, and then partial recalled memory, associations, thats still talking about the same thing {2s} Um, and then you switch to {1s} she then examines how participants filter images W: Oh, okay, so thats different source. with, Shen V: Oh. Oh, okay, and someone thought it was something else. Okay. Yeah. Okay. {6s} Maybe you could work on transitions in between these sources, because I feel like youre bringing them up very abruptly Maybe W: So V: theres a way you can combine, or like, connect the information youre bringing up with the sources. W: Okay, uh, so like, {1s} round this area {1s} uhh {5s} what was the transition here to here V: Yeaah W: (mumbles) V: Umm W: Which ideas (mumbles) {2s} Make that a different paragraph V: Yeah I would say to make this a different paragraph. I think that the transitioning is fine because youre talking about {2s} brain influenced by what we do based on the memories weve acquired, and then you talk about we remember whats important to us so thats going back to memories. But as far as this section when you bring in all the sources, usually when you W: Okay V: bring in sources youre using them to support your own argument or ideas instead of, um, bringing them up separately to like, describe them. {1s} So if theres a way you can discuss

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April 18th, 2013

the information and the flow of the information you want to talk about, like, youre talking about {1s} um, attention to details and how they affect our memory, and then recall of memory, and then you switch into filtering images. So {2s} maybe theres a way you can discuss all this information, and then use the sources to support your ideas instead of separately summarizing W: Okay V: those, the sources? W: Okay. {9s} V: Yeah because I think that, um, {2s} Beck and Sigil are both talking about {1s} memory and recalling things and how you recall them based on attention and association. And then Shen feels unrelated when you bring it up because filtering images {2s} um {1s} seems to not be related. W: Oh, okay. Okay. {1s} Uh {1s} should I just make this like, separate paragraph right here, and then {1s} start introducing like, {1s} what, what Shen said V: what, Shens experiments? W: Yeah {5s} V: So experiments were conducted with images {1s} participants that were categorized into high and low visual working memory capacity groups {1s} uh, the results are there {4s} and then youre talking about the same thing here: cognitive ability memory capacity. So this is all Shen down to, um {1s} here, I think, is one entire idea, thats one topic. And then, um, is this a W: Yeah V: new source here? W: Yeah V: Hairosesa and male and females different parts of the brain are utilized when given similar information. {1s} um {2s} yeah, this again is, it seems abruptly brought up? {1s} Um, {1s} maybe theres a way you can transition between the cognitive ability to filter images, into the male and female brain differences? Um, {2s} because it feels like theyre not connected, and they shouldnt be in the same paragraph, and if they are gonna be in the same paragraph, there needs to be some type of connective bridge to make sure that the ideas are related. {7s} Lemme check back here again W: Yeah cause, uh, my professor was saying that uh, he was gonna like, you shouldnt have, {1s} just random information (mumbles) V: Yeah because all your information is related to memory and the brain. {1s} So, its all related to your main idea. Its just a matter of connecting these separate sources and their ideas together so that you have a coherent flow and that all the ideas seem connected and W: Okay V: seem related and then all can be drawn back to your main focus. {2s} Because I definitely think you are including great information here, because it is really interesting stuff and it definitely describes a lot of parts of the brain and how that affects our memories, um, but it just needs that connective, the connective words and phrases that will bridge the gap between the different sources.

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April 18th, 2013

W: Okay. {3s} V: So maybe, um, this is all one idea here {1s} and then this seems to be another idea. {2s} Um, its up to you if you want to make them all into separate paragraphs. You could do that if you wanted to. W: Uh, do you have any like, recommendations on how I should transition, {1s} like, one information to another? V: Um, yeah, we can work on that. {7s} Do you want to make them all into separate paragraphs, each source? W: Uh, if it makes it easier for me, um {1s} I think I would want to know how to separate them. V: Okay. {1s} Well yeah. Lets draw a little bracket down to here {2s} because thats one source and one idea and thats discussing the experiments. Um so lets talk about why you put Shen after Sigil. Is there a reason you did? W: Um {2s} I was basically like, looking down at my sources and then {1s} just like V: Okay W: (mumbles) {8s} Do you think its better if I like, rearrange the sources? V: It could be better if you do that. Um, {1s} so Beck and Sigil are talking about {1s} attention and association memory. {1s} Shen is explaining filtering images in our brains, and then Haire is talking about male and female um, brain differences. {1s} And this is your conclusion? W: Yeah. V: Okay. Cool. So um do you think that the three of these sections {1s} um, which two do you think are the most similar, or how do you think they should be arranged? W: {3s} I think I should {1s} bring uh, the, male and female, might be better put here V: Okay. W: Um {3s} V: Because, uh, {2s} when you bring up Haire, {1s} does Parnes, uh {1s} negative and positive numbers are processed, is that related to the male and female part or no? W: Uh, no. I just, hes like saying that um, {1s} if I wanted to like test, like um, like, numbers, like how we remember numbers, that negative and positive should be tested differently. V: Okay. {1s} So you do {1s} have Haire very briefly summarized here. Um maybe you can expand on that information and talk more about the male and female parts of the brain, and maybe when you do expand on it youll notice something in that that can be connected back to here, like maybe when theyre talking about males and females theyll, uh mention associations and that can be connected to up here, or maybe theyll mention something about how we filter information and stuff differently, and then you can connect it to Shen. And then Parnes, talking about differences in the way negative and positive numbers are processed, {1s} that could connect to either of these sections I feel, {1s} because, uh processing things is similar to filtering images and it can also be similar to how we pay attention to things and how we associate things. W: Oh, okay.

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April 18th, 2013

V: And then Diaz {4s} compared words that possessed and did not possess a particular meaning. {3s} W: So I should just like, expand more. V: Yeah because I noticed that it said at least 3 pages? W: Yeah W: Oh, yeah