?2014考研英語閱讀精析七
Unit2學(xué)習(xí)能力
Text4 正文
That experiences influence subsequent behaviour is evidence of an obvious but nevertheless remarkable activity called remembering. Learning could not occur without the function popularly named memory. Constant practice has such as effect on memory as to lead to skillful performance on the piano, to recitation of a poem, and even to reading and understanding these words. So-called intelligent behaviour demands memory, remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory. Typically, the decision to cross a street is based on remembering many earlier experiences.
Practice (or review) tends to build and maintain memory for a task or for any learned material. Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive. In this sense, the ability to forget can be interpreted to have survived through a process of natural selection in animals. Indeed, when one’s memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection.
In thinking about the evolution of memory together with all its possible aspects, it is helpful to consider what would happen if memories failed to fade. Forgetting clearly aids orientation in time, since old memories weaken and the new tend to stand out, providing clues for inferring duration. Without forgetting, adaptive ability would suffer, for example, learned behaviour that might have been correct a decade ago may no longer be. Cases are recorded of people who (by ordinary standards) forgot so little that their everyday activities were full of confusion. This forgetting seems to serve that survival of the individual and the species.
Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting. In this view, continual adjustments are made between learning or memory storage (input) and forgetting (output). Indeed, there is evidence that the rate at which individuals forget is directly related to how much they have learned. Such data offers gross support of contemporary models of memory that assume an input-output balance.
Text 4 習(xí)題
1.From the evolutionary point of view, ________.
[A] forgetting for lack of practice tends to be obviously inadaptive
[B] if a person gets very forgetful all of a sudden he must be very adaptive
[C] the gradual process of forgetting is an indication of an individual’s adaptability
[D] sudden forgetting may bring about adaptive consequences
2.According to the passage, if a person never forgot, ________.
[A] he would survive best
[B] he would have a lot of trouble
[C] his ability to learn would be enhanced
[D] the evolution of memory would stop
3. From the last paragraph we know that ________.
[A] forgetfulness is a response to learning
[B] the memory storage system is an exactly balanced input-output system
[C] memory is a compensation for forgetting
[D] the capacity of a memory storage system is limited because forgetting occurs
4. In this article, the author tries to interpret the function of ________.
[A] remembering
[B] forgetting
[C] adapting
[D] experiencing
Text 4全文翻譯
過去的經(jīng)歷會(huì)影響日后的行為，這就表明存在著一種明顯然而卻非凡的腦力活動(dòng)——記憶。沒有被廣泛稱之為記憶的作用，學(xué)習(xí)就不可能發(fā)生。不斷的練習(xí)實(shí)踐對記憶產(chǎn)生了影響，從而成就了鋼琴上的熟練彈奏、背誦詩歌，甚至閱讀和理解這些文字。所謂的智力行為需要記憶能力，因?yàn)樗峭评淼幕疽?。用于解決問題或者甚至是辨別出有問題存在的能力有賴于記憶。舉例來說，一個(gè)穿過街道的決定是根據(jù)對許多以往經(jīng)歷的回憶而作出的。
練習(xí)(或者復(fù)習(xí))有助于建立和保持對一項(xiàng)任務(wù)或任何學(xué)習(xí)過的材料的記憶。如果一段時(shí)間不練習(xí)，已學(xué)習(xí)到的知識往往會(huì)被遺忘;其適應(yīng)性的結(jié)果可能表現(xiàn)得不明顯。但是，戲劇性的突然遺忘的例子可以被看作為極具適應(yīng)性。從這點(diǎn)看，遺忘的能力可以被理解為動(dòng)物通過自然選擇進(jìn)程贏得了生存。的確，當(dāng)一個(gè)人對一件情感上很痛苦的經(jīng)歷的記憶導(dǎo)致了嚴(yán)重的焦慮時(shí)，遺忘可以帶來解脫。然而，進(jìn)化論的解釋可能會(huì)使人很難理解通常逐漸的遺忘過程是如何經(jīng)自然選擇生存下來的。
在思考記憶的進(jìn)化過程及其他相關(guān)方面時(shí)，考慮下面這個(gè)問題是很有益處的，即，如果記憶不能漸漸消失將會(huì)出現(xiàn)什么情形。遺忘明顯有助于時(shí)間的定位，因?yàn)榕f的記憶淡化了，使新的記憶清晰醒目，為推斷某事的持續(xù)時(shí)間提供了線索。沒有遺忘，適應(yīng)性能力就會(huì)受損。例如，十年前所學(xué)的正確行為現(xiàn)在也許不再被認(rèn)為正確。案例記載了這樣一些人，他們(按一般人的標(biāo)準(zhǔn))忘記的事情太少以至于日常生活充滿了困惑。因此，遺忘似乎有助于個(gè)人以及人類的生存。
另一條思路假設(shè)人的記憶存儲系統(tǒng)儲量有限，它專門通過遺忘來提供適應(yīng)之靈活性。依此觀點(diǎn)，學(xué)習(xí)或記憶儲存(輸入)與遺忘(輸出)之間始終在不斷地調(diào)節(jié)。的確，有證據(jù)顯示個(gè)人遺忘的比率與他們學(xué)得的知識量的多少直接相關(guān)。這樣的數(shù)據(jù)為認(rèn)為輸入—輸出持衡的當(dāng)代記憶模式提供了總體上的支持。
Text 4 重點(diǎn)句
Practice (or review) tends to build and maintain memory for a task or for any learned material. Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can seem to be adaptive. In this sense, the ability to forget can be interpreted to have survived through a process of natural selection in animals. Indeed, when one's memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection.
該句意義：
本段使用的關(guān)聯(lián)詞yet, in this sense, indeed, nevertheless是文章結(jié)構(gòu)的標(biāo)志詞。該段首句先指出“漸進(jìn)性遺忘的適應(yīng)性的結(jié)果可能表現(xiàn)得不明顯”。yet一詞表明對上文結(jié)論的轉(zhuǎn)折，也就是“戲劇性的突然遺忘卻具有適應(yīng)性”。in this sense表明下句為此句觀點(diǎn)的延伸或解釋說明，態(tài)度與上句一致。indeed一詞表明此句仍然支持yet一句的觀點(diǎn)。而nevertheless一詞則表明與上述觀點(diǎn)或態(tài)度的不同，或指出上述觀點(diǎn)的不足。
在考研大綱中，對于寫作的邏輯關(guān)系的表達(dá)，有著明確的多樣性要求，所以上面的段落中所使用的連接方式，是我們一定要學(xué)習(xí)和借鑒的。
Text 4 習(xí)題答案
答案
1.From the evolutionary point of view, __.
1. 哪個(gè)符合進(jìn)化論對遺忘的觀點(diǎn)?
[A] forgetting for lack of practice tends to be obviously inadaptive
[A] 由于缺乏練習(xí)造成的遺忘往往是明顯的不適應(yīng)的表現(xiàn)
[B] if a person gets very forgetful all of a sudden he must be very adaptive
[B] 如果一個(gè)人突然變得很健忘，他肯定是非常適應(yīng)生活的
[C] the gradual process of forgetting is an indication of an individual’s adaptability
[C] 逐漸的遺忘過程表明了人的適應(yīng)能力
[D] sudden forgetting may bring about adaptive consequences
[D] 突然遺忘可能帶來適應(yīng)性結(jié)果
2. According to the passage, if a person never forgot __.
2.根據(jù)文章，如果一個(gè)人永遠(yuǎn)不會(huì)遺忘______。
[A] he would survive best
[A] 他將最適于生存
[B] he would have a lot of trouble
[B] 他會(huì)有很多麻煩
[C] his ability to learn would be enhanced
[C] 他的學(xué)習(xí)能力會(huì)得到提高
[D] the evolution of memory would stop
[D] 記憶的進(jìn)化就會(huì)停止
3.From the last paragraph we know that__.
3.從最后一段得出的結(jié)論是__________。
[A] forgetfulness is a response to learning
[A] 遺忘是一種學(xué)習(xí)反應(yīng)
[B] the memory storage system is an exactly balanced input-output system
[B] 記憶存儲系統(tǒng)是一個(gè)輸入輸出完全平衡的系統(tǒng)
[C] memory is a compensation for forgetting
[C] 記憶力是對遺忘的一個(gè)補(bǔ)償
[D] the capacity of a memory storage system is limited because forgetting occurs
[D] 記憶存儲系統(tǒng)儲量有限，這是由遺忘造成的
4. In this article, the author tries to interpret the function of_______.
4. 本文作者試圖解釋________的功能。
[A] remembering [A] 記憶
[B] forgetting [B] 遺忘
[C] adapting [C] 適應(yīng)
[D] experiencing [D] 體驗(yàn)
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