Transcript Table
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Results of Search: 176,291 lines — Showing 68601 - 68620.
| Course | Level | Date | Clip# | Line | Interlocutor | Content |
|---|---|---|---|---|---|---|
| Talkbank | Undergraduate | 2000-02-07 | 1 | 298 | PRO | um ah now George Miller had this notion ah the magical number seven |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 299 | UNK | plus or minus two that the capacity of short term memory is such and |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 300 | UNK | such but he never really said it was seven did he he said |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 301 | UNK | seven was a little bit variable you know. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 302 | PRO | So this when ever we come up with a number in Psychology it's not |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 303 | UNK | the number that's the hypothesis the number is always going to be |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 304 | UNK | variable around some individuals (.) capacity. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 305 | ROB | Here is a nice definition about the importance of numbers in |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 306 | UNK | psychology with enough discussion around it for the class to |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 307 | UNK | remember. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 308 | PRO | ok in fact children's ah short term working capacity actually will |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 309 | UNK | increase over age. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 310 | PUM | Fundamentally interesting point. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 311 | PUM | put it on the board or come up with a neater gesture. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 312 | PUM | the point itself is a nice sort of revelation that clears up the |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 313 | UNK | difference between functional and experimental quite nicely. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 314 | PRO | so young children can only remember digit spans of three and four. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 315 | UNK | |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 316 | PRO | very young children. |
| Talkbank | Undergraduate | 2000-02-07 | 1 | 317 | PRO | and then it goes up to five actually Kelley and I did a bunch of |