A VERBATIM MEMORY SYSTEM BASED ON A DUAL – SYNTACTIC AND PROSODIC – ASSOCIATIVE ANALYSIS

Abstract

Speech units of different linguistic levels, especially of those of prosody and syntax, frequently overlap each other; thus, the final word(s) of one word group, being at the beginning of the next group, acts as a memory trigger: the learner seems to use that word as a cue for the next group. Even though the processes involved in understanding and thus remembering a sentence are far more complex, the magnitude of this effect is considerable when it actually comes to verbatim, literal memory.