歷年考研英語(yǔ)閱讀理解1995年05

[00:03.92]1995 Passage5 [00:07.66]That experiences influence subsequent behaviour [00:10.78]is evidence of an obvious but nevertheless [00:13.90]remarkable activity called remembering. [00:17.68]Learning could not occur without [00:19.70]the function popularly named memory. [00:22.62]Constant practice has such as effect on memory [00:25.95]as to lead to skilful performance on the piano, [00:29.40]to recitation of a poem, [00:31.51]and even to reading and understanding these words. [00:36.22]So-called intelligent behaviour demands memory, [00:40.05]remembering being a primary requirement for reasoning. [00:44.38]The ability to solve any problem or even to recognize [00:48.52]that a problem exists depends on memory. [00:52.66]Typically, the decision to cross a street is based on [00:56.16]remembering many earlier experiences. [01:00.34]Practice (or review) tends to build and maintain memory [01:05.18]for a task or for any learned material. [01:09.11]Over a period of no practice [01:11.52]what has been learned tends to be forgotten; [01:14.65]and the adaptive consequences may not seem obvious. [01:18.78]Yet, dramatic instances of sudden forgetting [01:22.11]can be seen to be adaptive. [01:24.93]In this sense, the ability to forget [01:28.05]can be interpreted to have survived [01:30.47]through a process of natural selection in animals. [01:34.91]Indeed, when one's memory of [01:36.83]an emotionally painful experience lead to serious anxiety, [01:41.17]forgetting may produce relief. [01:44.19]Nevertheless, an evolutionary interpretation [01:47.83]might make it difficult to understand [01:50.24]how the commonly gradual process of [01:52.86]forgetting survived natural selection. [01:56.79]In thinking about the evolution of memory [01:59.86]together with all its possible aspects, [02:02.69]it is helpful to consider what would happen [02:05.21]if memories failed to fade. [02:08.13]Forgetting clearly aids orientation in time, [02:11.84]since old memories weaken and the new tend to stand out, [02:16.47]providing clues for inferring duration. [02:20.11]Without forgetting, adaptive ability would suffer, [02:24.35]for example, learned behaviour that [02:27.38]might have been correct a decade ago may no longer be. [02:31.91]Cases are recorded of people who [02:34.54](by ordinary standards) forgot so little [02:37.66]that their everyday activities were full of confusion. [02:42.01]This forgetting seems to serve that survival of [02:44.93]the individual and the species. [02:48.97]Another line of thought assumes a memory storage system [02:52.69]of limited capacity that provides adaptive flexibility [02:57.34]specifically through forgetting. [02:59.96]In this view, continual adjustments are made [03:03.18]between learning or memory storage (input) [03:06.91]and forgetting (output). [03:09.82]Indeed, there is evidence that the rate at [03:12.90]which individuals forget is directly related to [03:16.43]how much they have learned. [03:19.12]Such data offers gross support of [03:21.81]contemporary models of memory [03:23.81]that assume an input-output balance.

00:00

00:00

MP3下載 文本下載