高中英语 精华双语文章 短时记忆的研究素材

1 高中精华双语文章 短时记忆的研究高中精华双语文章 短时记忆的研究 人的记忆可分为长时记忆和短时记忆 长时记忆可以保持数天或数周 并随时能够回忆起 来 而短时记忆只能保持两三秒钟 心理学家们以动物和人这二者做测试对象分别研究了 记忆和学习的情况 这两类实验都表明了短时记忆的情况 TheThe ExperimentsExperiments aboutabout Short termShort term MemoryMemory 短时记忆的研究短时记忆的研究 There are two kinds of memory short term and long term Information in long term memory can be recalled at a later time when it is needed The information may be kept for days or weeks Sometimes information in the long term memory is hard to remember Students taking exams often have this experience In contrast information in short term memory is kept for only a few seconds usually by repeating the information over and over For example you look up a number in the telephone book and before you dial you repeat the number over and over If someone interrupts you you will probably forget the number In laboratory studies subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to themselves 有两种记忆 短时记忆和长时记忆 处于长期记忆中的信息 在后来需要的时候能够回想 起来 这一信息可以保持数天或数周 有时处于长时记忆中的信息很难记起 参加考试的 学生经常会有这种经历 反之 短时记忆中的信息只能保持三两秒钟 通常还得再三复习 这一信息 例如 你在一本电话号码簿中查到一个号码 在你还没拨号之前 你得再三复 习这一号码 如果这时有人打扰了你 你也许会把这个电话号码忘了 通过实验研究表明 如果不准被测试的人复习 那么十八秒以后 被测试的人连三个字母都记不住 Psychologists study memory and learning with both animal and human subjects The two experiments here show how short term memory has been studied 心理学家们以动物和人这二者做测试对象分别研究了记忆和学习的情况 这里这两类试验 都表明了研究短时记忆的情况 Dr Hunter studied short term memory in rats He used a special apparatus which had a cage for the rat and three doors There was a light in each door First the rat was placed in the closed cage Next one of the lights was turned on and then off There was food for the rat only at this door After the light was 2 turned off the rat had to wait a short time before it was released form its cage Then if it went to the correct door it was rewarded with the food that was there Hunter did this experiment many times He always turned on the lights in a random order The rat had to wait different intervals before it was released from the cage Hunter found that if the rat had to wait more than ten seconds it could not remember the correct door Hunter s results show that rats have a short term memory of about ten seconds 亨特博士研究了大老鼠的短时记忆 他用了一种特殊装置 这种装置上有个鼠笼和三扇门 每扇门上都有一盏灯 首先 把大老鼠放到一个关着的鼠笼里 接着 把其中一盏灯打开 然后再关上 只有在这扇门那里才有给老鼠听的东西 在把灯关掉以后 必须让这个老鼠 等候一段短时期 这才把它从鼠笼中放出去 接下来 如果这个老鼠走对了门 那么 门 那里摆着的食物就是对他的奖赏 亨特博士多次做过这种实验 他总是没有按固定顺序随 便打开任何一盏灯 让老鼠等候的时间间隔也完全不同 然后才把大老鼠从鼠笼中放出去 亨特博士发现 如果老鼠必须等候 10 秒钟以上才放出 那它就记不住哪扇门是正确的 亨 特博士实验的结果表明大老鼠能有大约 10 秒钟的短期记忆 Later Dr Henning studied how students who are learning English as a second language remember vocabulary The subject in his experiment were 75 students at the University of California in Los Angeles They represented all levels of ability in English beginning intermediate advanced and native speaking students 后来 亨尼希博士研究了那些把英语作为第二种语言来学习的人 是怎样记生词的 他实 验的对象是洛杉矶加州大学的 75 名学生 他们都是各种程度的英语学生中的代表人物 初 级的 中级的 高级和以英语为母语的学生 To begin the subjects listened to a recording of a native speaker reading a paragraph in English Following the recording the subjects took a 15 question test to see which words they remembered Each question has four choices The subjects had to circle the word they had heard in the recording Some of the questions had four choices that sound alike For example weather whether wither and wetter are four words that sound alike Some of the questions had four choices that have the same meaning Method way manner and system would be four words with the same meaning Some of them had four unrelated choices 3 For instance weather method love and result could be used as four unrelated words Finally the subjects took a language proficiency test 开头 先让受试者们听一段以英语为母语的人所朗读的一小段英文文章的录音 听了录音 以后接着让受试者参加一次共 15 个问题的考试 看看他们都记住了哪些生词 每个问题有 四个选择项 受试者必须圈出他们在录音中所听到的单词 每个问题有四个选择项听起来 很像是一样的 例如 weather 天气 whether 是否 wither 枯萎 wetter 润湿剂 有些 问题的选择项的意义像是一样的 method way manner 和 system 有些问题的四个选择项之 间没有任何关连 weather method love 和 result 最后 受试者们都参加一次语言熟练程 度的测试 Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike students with a higher proficiency made more of their mistakes on words that have the same meaning Henning s results suggest that beginning students hold the sound of words in their short te