托福TPO解析TPO6 Infantile Amnesia

Paragraph 2: 1. What purpose does paragraph 2 serve in the larger discussion of children’s inability to recall early experiences? ○To argue that the ones that are not substantiated by evidence should generally be considered unreliable ○To argue that the hypotheses mentioned in paragraph 2 have been more thoroughly researched than have the theories mentioned later in the passage ○To explain why some theories about infantile amnesia are wrong before presenting ones more likely to be true ○To explain why infantile amnesia is of great interest to researchers 2. The word plausible in the passage is closest in meaning to ○flexible ○believable ○debatable ○predictable 3. The word phenomenon in the passage is closest in meaning to ○exception ○ repetition ○occurrence ○idea 4.All of the following theories about the inability to recall early experiences are rejected in paragraph 2 EXCEPT： ○The ability to recall an event decreases as the time after the event increases． ○Young children are not capable of forming memories that last for more than a short time． ○People may hold back sexually meaningful memories． ○Most events in childhood are too ordinary to be worth remembering． Paragraph 3: 5. What does paragraph 3 suggest about long-term memory in children? ○Maturation of the frontal lobes of the brain is important for the long-term memory of motor activities but not verbal descriptions． ○Young children may form long-term memories of actions they see earlier than of things they hear or are told． ○Young children have better long-term recall of short verbal exchanges than of long ones． ○Children’s long-term recall of motor activities increases when such activities are accompanied by explicit verbal descriptions Paragraph 4: 6.According to paragraph 4，what role may storytelling play in forming childhood memories? ○It may encourage the physiological maturing of the brain ○It may help preschool children tell the difference between ordinary and unusual memories． ○It may help preschool children retrieve memories quickly． ○It may provide an ordered structure that facilitates memory retrieval Paragraph 5: 7. The word critically in the passage is closest in meaning to ○fundamentally ○partially ○consistently ○subsequently 8. The word “perspective” in the passage is closest in meaning to ○ system ○ theory ○ source ○ viewpoint Paragraph 6: 9. The phrase “This view” in the passage refers to the belief that ○the ability to retrieve a memory partly depends on the similarity between the encoding and retrieving process ○the process of encoding information is less complex for adults than it is for young adults and infants ○infants and older children are equally dependent on discussion of past events for the retrieval of information ○infants encode information in the same way older children and adults do 10.According to paragraphs 5 and 6，one disadvantage very young children face in processing information is that they cannot ○process a lot of information at one time ○organize experiences according to type ○block out interruptions ○interpret the tone of adult language Paragraph 7: 11. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information． ○Incomplete physiological development may partly explain why hearing stories does not improve long-term memory in infants and toddlers ○One reason why preschoolers fail to comprehend the stories they hear is that they are physiologically immature ○Given the chance to hear stories，infants and toddlers may form enduring memories despite physiological immaturity． ○Physiologically mature children seem to have no difficulty remembering stories they heard as preschoolers． 12. How does paragraph 7 relate to the earlier discussion of infantile amnesia? ○It introduces a new theory about the causes of infantile amnesia. ○It argues that particular theories discussed earlier in the passage require further research. ○It explains how particular theories discussed earlier in the passage may work in combination. ○It evaluates which of the theories discussed earlier is most likely to be true. Paragraph 1: 13.Look at the four squares[█]that indicate where the following sentence could be added to the passage Other important occasions are school graduations and weddings. Where would the sentence best fit? 14. There are several possible explanations why people cannot easily remember their early childhoods． ● ● ● Answer Choices 1.Preschoolers typically do not recall events from their first year. 2.Frontal lobe function of the brain may need to develop before memory retrieval can occur. 3.Children recall physical activities more easily if they are verbalized． 4. The opportunity to hear chronologically narrated stories may help three-year-old children produce long-lasting memories． 5.The content of a memory determines the way in which it is encoded 6.The contrasting ways in which young children and adults process information may determine their relative success in remembering． Infantile Amnesia What do you remember about your life before you were three? █Few people can remember anything that happened to them in their early years．█Adults' memories of the next few years also tend to be scanty．█Most people remember only a few events--usually ones that were meaningful and distinctive，such as being hospitalized or a sibling’s birth. █ How might this inability to recall early experiences be explained? The sheer passage of time does not account for it; adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanation--that infants do not form enduring memories at this point in development-also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repression---or holding back—of sexually charged episodes explain the phenomenon．While such repression may occur，people cannot remember ordinary events from the infant and toddler periods either． Three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants’ and toddlers' long-term memory have involved their repeating motor activities that they had seen or done earlier，such as reaching in the dark for objects, putting a bottle in a doll’s mouth, or pulling apart two pieces of a toy. The brain’s level of physiological maturation may support these types of memories，but not ones requiring explicit verbal descriptions. A second explanation involves the influence of the social world on children’s language use．Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood．Through hearing stories with a clear beginning，middle, and ending children may learn to extract the gist of events in ways that they will be able to describe many years later. Consistent with this view parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories. A third likely explanation for infantile amnesia involves incompatibilities between the ways In which infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the person is to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful. This view is supported by a variety of factors that can create mismatches between very young children's encoding and older children's and adults' retrieval efforts. The world looks very different to a person whose head is only two or three feet above the ground than to one whose head is five or six feet above it, 0lder children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally．General knowledge of categories of events such as a birthday party or a visit to the doctor's office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures． These three explanations of infantile amnesia are not mutually exclusive：indeed, they support each other. Physiological immaturity may be part of why infants and toddlers do not form extremely enduring memories, even when they hear stories that promote such remembering in preschoolers. Hearing the stories may lead preschoolers to encode aspects of events that allow them to form memories they can access as adults．Conversely，improved encoding of what they hear may help them better understand and remember stories and thus make the stories more useful for remembering future events. Thus, all three explanations-- physiological maturation hearing and producing stories about past events，and improved encoding of key aspects of events--seem likely to be involved in overcoming infantile amnesia． What do you remember about your life before you were three? █Few people can remember anything that happened to them in their early years．█Adults' memories of the next few years also tend to be scanty．█Most people remember only a few events--usually ones that were meaningful and distinctive，such as being hospitalized or a sibling’s birth. █ TPO6 Infantile Amnesia 1. 第二段对小孩儿不能回忆早期经历的更大范围讨论起到什么作用？ （Rhetorical Purpose Question） a) 主张认为那些没有证据支持的理论大体都是靠不住的 b) 主张认为第二段中提到的假说比文章之后提到的理论研究得更深 c) 在展示那些更有可能是正确的理论之前，解释为什么这些关于婴儿失忆症的理论都是错的 d) 解释为什么研究者对婴儿失忆症有这么大的兴趣 解析：首先第二段确实列举了很多对婴儿失忆症的解释，但都被否定了。不过，考虑到目说了larger discussion，所以接着往后面看。发现第三段开头便是“Three other explanations seem more promising.”意思是：另外三个解释看起来更合理。所以选项三是对的。 2. 与单词plausible在文中意思最接近的是 （Vocabulary Question） a) Flexible （灵活的） b) Believable （可信的） c) Debatable （有争议的） d) Predictable （可预测的） 解析：plausible ：seeming likely to be true, or able to be believed；其实plausible精确的意思是貌似可信的，但是四个选项只有believable是最接近的了。 3. 与单词phenomenon在文中意思最接近的是 （Vocabulary Question） a) Exception （例外） b) Repetition （重复） c) Occurrence （发生） d) Idea （思想） 解析：phenomenon n.现象；我们看到一个现象，必然是发生了一个事情。四个选项里面也只有occurrence最接近。A phenomenon is something that is observed to happen or exist. 释义来自柯林斯高级学习词典。 4. 以下关于不能回忆早期经历的理论都在第二段被否认了，除了 （Negative Factual Information Question） a) 回忆事件的能力会随着这件事情发生后时间的增加而降低。 b) 小孩子不能形成可以长时间持续的记忆。 c) 人们可能会拒绝有性含义的记忆。 d) 小时候发生的事情太平凡了，不值得记忆。 解析：第一个理论在段落第二句话中有讨论，说成年人可以记得35年前的同班同学，所以时间不是问题。第二个理论第三、四句被反驳了，说二岁半的小孩子可以记得第一年发生的事情，十一个月大的婴儿一年以后也能记得一些事情。第三个理论在最后两句做了讨论，并被否认，人们不仅记不住带有性含义的事情也记不住普通事情。只有选项四没有讲到。 5. 关于小孩子长期记忆，第三段暗示了什么？ （Inference Question） a) 大脑额叶（frontal lobe）的发育对于活动的长期记忆起到重要作用，但对语言描述没有作用。 b) 小孩子可能会对他们看到的动作而不是听到的或者被告知的事情产生长期记忆。 c) 小孩子对短对话的长期记忆比对长对话要好。 d) 当一个活动伴着明显的语言描述时，小孩子对这个活动的长期回忆会增加。 解析：段落最后三句话说：婴儿和小孩子长期记忆和他们看到或者做过的重复运动有关，比如在黑暗中摸索物体，把瓶子放到娃娃的嘴里，把玩具撕成两半。大脑的生理发育水平支持这种类型的记忆，但是不支持那些需要明显语言描述的记忆。所以只有选项二正确。 6. 根据第四段，讲故事对童年记忆的形成有什么作用？ （Factual Information Question） a) 它也许能支持大脑的生理成熟。 b) 它也许能帮助学前儿童区分一般记忆和不寻常的记忆。 c) 他也许能帮助学前儿童快速获取记忆。 d) 它能提供一种有序的结构，这种结构会促进记忆的获取。 解析：第四段说了听故事或者讲故事都会帮助小孩储存信息，而这种储存信息的方式会持续到童年和成年。通过听故事，能知道开头、中间和结尾，可以帮助孩子们学会抓住事件的要点，这样他们以后长大了描述事情也可以用如此的方式。所以讲故事可以促进孩子们获取记忆。 7. 与单词critically在文中意思最接近的是 （Vocabulary Question） a) Fundamentally （基本地） b) Partially （部分地） c) Consistently （一致地） d) Subsequently （之后） 解析：critically adv.至关重要的；回到原句“Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it.”意思是：人们能否记起一件事关键决定于他们之前编码信息的方式与之后尝试获取信息的方式是否相配。一件事情若是基础的，那么必然也是关键的，所以fundamentally是可以放到句子中的，但是partially，consistently和subsequently都会改变原意。 8. 与单词perspective在文中意思最接近的是 （Vocabulary Question） a) System （系统） b) Theory （理论） c) Source （来源） d) Viewpoint （观点） 解析：perspective n.观点； 9. 文中“This view”指的是 （Factual Information Question） a) 获取记忆的能力部分依赖于编码和获取过程的相似度。 b) 相比成年人，年轻人和婴儿觉得编码信息的过程更复杂。 c) 婴儿和大一点的小孩儿同样依靠对过去的事情进行讨论来获取信息。 d) 婴儿编码信息的方式与大一点的小孩儿还有成年人的方式是一样的。 解析：This view其实反指的是第五段提出的解释。而且第六段讨论的就是因为婴儿编码信息的方式与儿童和成年人获取信息的方式不一样，导致记忆无法获取。婴儿看到的世界和成年人的世界完全不一样，婴儿的头才几英尺高，那个高度的世纪与一个七尺男儿看到的世界肯定完全不一样。不仅如此，儿童和成年人能够理解一些语言背后的信息，但是婴儿就不行了，他们只能通过图像理解。 10. 根据第五段和第六段，婴儿在处理信息时会遇到的不利因素是他们不能 （Factual Information Question） a) 一次处理很多信息 b) 根据类型组织经历 c) 屏蔽中断 d) 理解成年人说话的语气 解析：段落最后一句“General knowledge of categories of events such as a birthday party or a visit to the doctor’s office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences with such knowledge structures.”意思是：对基本事件的分类知识比如生日聚会或者去看医生能帮助年长的个体编码他们的经历，但是婴儿和小孩儿任然不能以这种知识结构来编码很多经历。Category n.种类。 11. 以下哪一项能表达出高亮句子的精华核心含义？错误选项改变重要含义或者遗漏精华信息。 Physiological immaturity may be part of why infants and toddlers do not form extremely enduring memories, even when they hear stories that promote such remembering in preschoolers. 生理不成熟也许是为什么婴儿和小孩子不能形成非常持久记忆的部分原因，即使他们听了故事（可以提高学前儿童的记忆）。 a) 不完全的生理发育也许能部分解释为什么听故事不能提高婴儿和小孩子的长期记忆。 b) 为什么学前儿童不能理解他们听到的故事的一个原因是他们生理还不成熟。 c) 有机会听故事话，婴儿和小孩子即使胜利尚不成熟也能形成记忆。 d) 生理成熟的儿童似乎回忆自己学前听到故事不会遇到困难。 12. 第七段是如何与前面对婴儿失忆症的讨论关联起来的？ a) 它进入了一个新的关于婴儿失忆症的理论。 b) 它认为之前讨论的理论都需要更深入的研究。 c) 它解释之前讨论的理论如何共同作用。 d) 它评估之前讨论的理论，哪个最有可能是正确的。 解析：第七段第一句话就说这三个解释不是相互排斥的，相反他们是互相支持的。因为生理不成熟，即使听了故事也记不住。而学前儿童听故事可以提高他们对信息的编码方式，使得以后长大了获取信息的能力更强。编码能力增强后使得他们能记住并理解更多故事，这对未来记住事情又有了帮助。所以三种解释都在帮助克服婴儿失忆症。 13. Look at the four squares ■that indicate where the following sentence could be added to the passage. Other important occasions are school graduations and weddings. 其他重要场合有从学校毕业以及婚礼。 解析：解题关键在于other important occasions，这意味词句之前应该已经讲了一些important occasions。回到原文，发现只有最后一句讲到“such as being hospitalized or a sibling’s birth.”.因此答案是第四个插入口。 14. There are several possible explanations why people cannot easily remember their early childhoods. 对于人们为什么不能轻易记得童年早期的事情，有一些可能的解释。 a) 学前儿童通常回忆不起他们第一年的事情。 b) 在记忆获取发生之前，大脑额叶功能可能需要发育。 c) 如果一个身体运动是用语描述的，小孩子回忆起来会更轻松。 d) 听按时间顺序讲述的故事也许能帮助三岁的小孩产生持久的记忆。 e) 记忆的决定了它编码的方式。 f) 小孩子和成年人处理信息的方式不同决定了他们记忆能力上也相对不同。 解析：选项一错，第二段说二岁半的小孩儿就可以回忆第一年发生的事情了。 选项二对，第三段的生理发育解释； 选项三错，小孩子应该是回忆运动更轻松，而不是用语言描述的运动。 选项四对，第四段的主要内容，里面提到beginning，middle和ending，所以说chronologically narrated也可以算正确。 选项五错，是编码方式和解码方式决定了记忆才对。 选项六对，第五段和第六段的主要内容。 因此，答案是：2,4,6；