大学英语自学教程上UNIT4(在线收听) |
[00:03.08]Improving Your Memory [00:05.05]增强你的记忆力 [00:07.03]Psychological research has focused on a number of basic principles [00:10.75]心理学研究集中在一些怎样帮助记忆的 [00:14.47]that help memory: [00:16.46]一些基本原则上, [00:18.44]meaningfulness, organization, association,and visualization. [00:22.77]如意义、组织、联想和形象化。 [00:27.09] It is useful to know how these principles work. [00:30.17]知道这些原则怎样起作用是很有用的。 [00:33.25]Meaningfulness affects memory at all levels. [00:36.35]意义影响到各个层次上的记忆。 [00:39.44]Information that does not make any sense to you is difficult to remember. [00:43.57]对你没有意义的信息是很难记住的。 [00:47.70]There are several ways in which we can make material more meaningful. [00:51.03]有几种方法可以使要记的材料更有意义。 [00:54.36]Many people, for instance, learn a rhyme to help them remember. [00:57.69]比如说,许多人通过学押韵的小诗来记东西。 [01:01.02]Do you know the rhyme [01:02.85]你知道有一首押韵 [01:04.68]"Thirty days has September, April, June, and November..."? [01:07.71]说:"九,六,十一还有四,每月天数整三十....."吗? [01:10.74]It helps many people remember which months of the year have 30 days. [01:14.37]这首小诗帮助许多人记住了一年中哪 几个月有30天。 [01:18.00]Organization also makes a differenoe in our ability to remember. [01:21.49]组织也对我们 记忆能力有一定的影响。 [01:24.98]How useful would a library be if the books were kept in random order? [01:28.61]如果某个图书馆里的书都是乱七八糟地摆放着,这人图书馆会有什么用呢? [01:32.24]Material that is organized is better remembered than jumbled information. [01:36.12]有组织的材料要比一堆杂乱的信息好记。 [01:40.00]One example of organization is chunking. [01:42.67]组块就是一个例子。 [01:45.35]Chunking consists of grouping separate bits of information. [01:48.93]组块是把那些一点一点的分散的信息分组。 [01:52.51]For example, the number 4671363 [01:56.38]例如,4671363这个数 [02:00.24]is more easily remembered if it is chunked as 467,13,63. [02:05.41]如果能分成467、13和63三块,就更容易记。 [02:10.59]Categorizing is another means of organization. [02:13.55]分类是另一种组织方法。 [02:16.52]Suppose you are asked to remember the following list of words: [02:19.74]假设要求你记住下列生词: [02:22.97]man, bench, dog, desk, woman, horse, child, cat, chair. [02:29.20]男人、凳子、狗、书桌、女人、马、小孩、猫、椅子。 [02:35.43]Many people will group the words into similar categories [02:38.97]很多人把这些词分成相近的类别, [02:42.51] and remember them as follows: [02:44.64]以下列方式记忆它们: [02:46.77]man,woman,child;cat,dog,horse;bench,chair,desk. [02:51.00]男人、女人、小孩;猫、狗、马;凳子、椅子、书桌。 [02:55.23]Needless to say, [02:57.20]无庸多言, [02:59.17]the second list can be remembered more easily than the first one. [03:02.15]第二种记表比第一种更好记。 [03:05.13]Association refers to taking the material we want to remember [03:08.81]联想指的是把我们要记忆的材料 [03:12.50]and relating it to something we remember accurately. [03:15.38]同我们已经准确记得的东西联系起来。 [03:18.27]In memorizing a number, [03:20.49]你记某个数字的时候 [03:22.71]you might try to associate it with familiar numbers or events. [03:26.20]可以设法把它同你熟悉的数字或事件联系起来。 [03:29.68]For example,the height of Mount Fuji in Japan--12,389 feet -- [03:34.56]例如日本富士山的高度是12389英尺, [03:39.43]might be remembered using the following associations: [03:42.76]可以用下面的联想法记忆它们: [03:46.09]12 is the number of months in the year, [03:49.03]12是一年中的月数, [03:51.97]and 389 is the number of days in a year (365) [03:56.94]389是一年中天数(365) [04:01.92]added to the number of months twice (24). [04:05.00]加上两倍的月数(24)。 [04:08.08]The last principle is visualization. [04:11.06]最后一条原则是形象化。 [04:14.04]Research has shown striking improvements in many types of memory tasks [04:18.06]研究表明,如果要求人们把要记忆的东西形象化, [04:22.09]when people are asked to visualize the items to be remembered. [04:25.51]很多种记忆任务的完成都能有显著的进步[04:28.93]In one study, [04:30.76]在有一项研究中, [04:32.59]subjects in one group were asked to learn some words using imagery, [04:36.27]一组实验对象被要求利用想象学习一些生词, [04:39.95]while the second group used repetition to learn the words. [04:43.28]另一组则通过多次重复去学习这些生词。 [04:46.62]Those using imagery remembered BO to 90 percent of the words, [04:50.59]利用想象记忆生词的人记住了80%—90%的生词, [04:54.56]compared with 30 to 40 percent of the words for those who memorized by repetition. [04:59.09]相比之下,用重复法记忆生词的人只记住了30%—40%。 [05:03.62]Thus forming an integrated image [05:06.42]由此看出[05:09.21]with all the information placed in a single mental picture [05:12.48]将全部信息放置在单个心理画面中,从而形成一个整体形象, [05:15.74] can help us to preserve a memory. [05:18.32]可以帮助我们保存记忆。 [05:20.89]Text B [05:22.63]第二单元 课文B [05:24.36]Short-term Memory [05:26.13]短时记忆 [05:27.89]There are two kinds of memory: shoat-term and long-term. [05:31.42]记忆有两种:短时记忆和长时记忆。 [05:34.94]Information in long-term memory [05:36.93]存储于长时记忆中的信息 [05:38.91]can be recalled at a later time when it is needed. [05:41.29]能够在以后的需要时回忆起来。 [05:43.67]The information may be kept for days or weeks. [05:46.54]这种信息可以保存几天或几个星期不忘。 [05:49.41]Sometimes information in the long-term memory is hard to remember. [05:52.95]长时记忆的信息有时难以记住。 [05:56.49]Students taking exams often have this experience. [05:59.42]参加考试的学生经常有这种体验。 [06:02.34]In contrast, [06:04.32]与此相反, [06:06.29]information in shoat-term memory is kept for only a few seconds, [06:09.41]短时记忆中的信息通常是通过反复重复该信息记住的, [06:12.53]usually by repeating the information over and over. [06:15.26]只能保存几秒钟。 [06:17.99]For example, you look up a number in the telephone book, [06:21.02]比如你在电话簿上查某个电话号码。 [06:24.05]and be{ore you dial, you repeat the number over and over. [06:27.19]在你拨这个号码之前,你先重复它几遍。 [06:30.32]If someone interrupts you, you will probably forget the number. [06:33.74]如果有人这时打扰了你,你很可能就把这个号码忘了。 [06:37.17]In laboratory studies, [06:39.35]实验室中的研究发现, [06:41.53]subjects are unable to remember three letters after eighteen seconds [06:44.56]如果不让实验对象自我重复三个字母,那么18秒之后, [06:47.59]if they are not allowed to repeat the letters to themselves. [06:50.48]实验对象就记不住就三个字母了。 [06:53.36]Psychologists study memory and learning with both animal and human subjects. [06:56.94]心理学家用动物和人作为实验对象研究记忆和学习。 [07:00.52]The two experiments here show how short-term memory has been studied. [07:04.20]这儿的两个实验说明短时记忆是怎样研究的。 [07:07.89]Dr. Hunter studied short-term memory in rats. [07:10.41]亨特博士研究了老鼠的短时记忆。 [07:12.93]He used a sperial apparatus which had a cage for the rat and three doors. [07:16.31]他用了一个专门设备,设备里有一个装老鼠的笼子,并有三个门。 [07:19.69]There was a light in each door. [07:21.87]每个门那里都有一盏灯。 [07:24.06] First the rat was placed in the closed cage. [07:27.09]先把老鼠放进关闭的笼子里。 [07:30.12]Next, one of the lights was turned on and then off. [07:33.69]然后打开其中一盏灯,接着再把这 个灯关上。 [07:37.27]There was food for the rat only at this door. [07:40.00]只有在这个门处才给老鼠放上食物。 [07:42.73]After the light was turned off, [07:45.06]这个灯关掉之后, [07:47.38]the rat had to wait a short time before it was released from its cage. [07:51.01]要让老鼠等一会儿才把它从笼子里放出去。 [07:54.64]Then, if it went to the correct door, [07:57.58]要让老鼠等一会儿才把它从笼子里放出去。 [08:00.52]it was rewarded with the food that was there. [08:03.00]如果老鼠走对了门,它就可以得到放在那里的食物作为奖励。 [08:05.49]Hunter did this experiment many times. [08:08.27]这个实验亨特做了多次。 [08:11.05]He always turned on the lights in a random order. [08:13.88]他每次开灯并不按顺序,而是随机地。 [08:16.72]The rat had to wait different intervals [08:18.99]老鼠在被从笼子里放出去之前 08:21.26]before it was released from the cage. [08:23.44]需要等的时间长短不一样。 [08:25.63]Hunter found that if the rat had to wait more than ten seconds, [08:29.01]亨特发现,如果老鼠等的时间超过了十秒钟, [08:32.39]it could not remember the correct door. [08:34.52]它就记不得哪是正确的。 [08:36.65]Hunter's results show that rats have a short-term memory of about ten seconds. [08:40.37]亨特的研究结果表明,老鼠短时记忆在十秒上下。 [08:44.09]Later,Dr.Henning studied how students who are learning English as a second language [08:47.63]后来,汉宁博士研究把英语作为第二语言来学的学生 [08:51.17]remember vocabulary. [08:53.20]怎样记单词 [08:55.22]The subjects in his experiment [08:57.00]后来,汉宁博士研究把英语作为第二语言来学的学生怎样记单词。 [08:58.78]were 75 students at the University of California in Los Angeles. [09:02.16]他的实验对象是加里福尼亚大学洛杉矶分校的75名学生。 [09:05.54]They represented all levels of ability in English:beginning, [09:08.56]他们代表了各个英语能力水平的学习:从初级、 [09:11.58]intermediate, advanced, and native-speaking students. [09:14.96]中级、高级到本族水平。 [09:18.34]To begin, the subjects listened to a recording of a native speaker [09:21.82]开始时,实验对象们听一段[09:25.29] reading a paragraph in English. [09:27.27]说本族语的人读一段录音。 [09:29.26]Following the recording, the subjects took a 15-question test [09:32.94]听完录音之后,他们参加了一个由15个题目组成的测试, [09:36.63] to see which words they remembered. [09:38.66]看看他们记住了哪些单词。 [09:40.70]Each question had four choices. [09:43.27]每个问题都有四个选择项。 [09:45.85]The subjects had to circle the word they had heard in the recording. [09:48.53]实验对象们应圈出他们在录音中听到的单词。 [09:51.20]Some of the questions had four choices that sound alike. [09:54.18]有些问题的四个选择项 [09:57.16]For example,weather,whether,wither, [10:00.88]如weather、 whether 、wither [10:04.60]and wetter are four words that sound alike. [10:07.49]wetter的读音很相似, [10:10.38]Some of the questions had four choices that have the same meaning. [10:12.81]另有些问题的四个选择项词义一样, [10:15.24]Method, way, manner,and system would be four words with the same meaning. [10:19.77]如method way manner system。 [10:24.30]Some of them had four Unrelated choices. [10:26.82]还有些问题,它们的选择项彼此之间没有关系, [10:29.34]For instance,weather,method,love, [10:32.53]例如 weather method love result [10:35.72]and result could be used as four unrelated words. [10:38.68]这四个词便是如此。 [10:41.65]Finally the subjects took a language proficiency test. [10:44.73]最后,这些实验对象们参加一次语言水平测试。 [10:47.81]Henning found that students with a lower proficiency in English [10:50.93]汉宁发现,英语水平低的学生 [10:54.05]made more of their mistakes on words that sound alike; [10:56.64]读音相似的词记错更多; [10:59.23]students with a higher proficiency [11:01.71]英语水平高的学生 [11:04.19]made more of their mistakes on words that have the same meaning. [11:07.27]词义相同的词记错更多。 [11:10.35]Helming's results suggest that beginning students [11:13.03]汉宁的实验结果表明, [11:15.71]hold the sound of words in their short-term memory, [11:18.23]初级英语水平的学生在他们的短时记忆中保存了词的声音, [11:20.75]while advanced students hold the meaning of words in their short-term memory. [11:24.43]而高级英语水平的学生则在他们的短时记忆中保、存了词的意义。 |
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