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托福tpo6阅读原文
What do you remember about yourlife beforeyou were three? Few people can remember anything that happened tothem in theirearly years. Adults' memories of the next few years also tend tobe scanty. Mostpeople remember only a few events—usually ones that weremeaningful anddistinctive, such as being hospitalized or a sibling’s birth.
How might this inability to recallearlyexperiences be explained? The sheer passage of time does not account forit;adults have excellent recognition of pictures of people who attended highschoolwith them 35 years earlier. Another seemingly plausible explanation—thatinfantsdo not form enduring memories at this point in development—also isincorrect. Childrentwo and a half to three years old remember experiences thatoccurred in theirfirst year, and eleven month olds remember some events a yearlater. Nor doesthe hypothesis that infantile amnesia reflects repression—orholding back—ofsexually charged episodes explain the phenomenon. While suchrepression mayoccur, people cannot remember ordinary events from the infantand toddlerperiods either.
Three other explanations seemmorepromising. One involves physiological changes relevant to memory.Maturation ofthe frontal lobes of the brain continues throughout earlychildhood, and thispart of the brain may be critical for remembering particularepisodes in waysthat can be retrieved later. Demonstrations of infants’ andtoddlers' long-termmemory have involved their repeating motor activities thatthey had seen ordone earlier, such as reaching in the dark for objects, puttinga bottle in adoll’s mouth, or pulling apart two pieces of a toy. The brain’slevel ofphysiological maturation may support these types of memories, but notonesrequiring explicit verbal descriptions.
A second explanation involves the influenceof the socialworld on children’s language use. Hearing and telling storiesabout events mayhelp children store information in ways that will endure intolater childhoodand adulthood. Through hearing stories with a clear beginning,middle, andending children may learn to extract the gist of events in ways thatthey willbe able to describe many years later. Consistent with this view,parents andchildren increasingly engage in discussions of past events whenchildren areabout three years old. However, hearing such stories is notsufficient foryounger children to form enduring memories. Telling such storiesto two yearolds does not seem to produce long-lasting verbalizable memories.
A third likely explanation for infantileamnesia involvesincompatibilities between the ways in which infants encodeinformation and theways in which older children and adults retrieve it. Whetherpeople canremember an event depends critically on the fit between the way inwhich theyearlier encoded the information and the way in which they laterattempt toretrieve it. The better able the person is to reconstruct theperspective fromwhich the material was encoded, the more likely that recallwill be successful.
This view is supported by a variety offactors that cancreate mismatches between very young children's encoding andolder children'sand adults' retrieval efforts. The world looks very differentto a person whosehead is only two or three feet above the ground than to onewhose head is fiveor six feet above it. Older children and adults often try toretrieve the namesof things they saw, but infants would not have encoded theinformationverbally. General knowledge of categories of events such as abirthday party ora visit to the doctor's office helps older individuals encodetheirexperiences, but again, infants and toddlers are unlikely to encodemanyexperiences within such knowledge structures.
These threeexplanations of infantileamnesia are not mutually exclusive; indeed, theysupport each other.Physiological immaturity may be part of why infants andtoddlers do not formextremely enduring memories, even when they hear storiesthat promote suchremembering in preschoolers. Hearing the stories may leadpreschoolers to encodeaspects of events that allow them to form memories theycan access as adults.Conversely, improved encoding of what they hear may helpthem better understandand remember stories and thus make the stories moreuseful for rememberingfuture events. Thus, all threeexplanations—physiological maturation, hearingand producing stories about pastevents, and improved encoding of key aspects ofevents—seem likely to beinvolved in overcoming infantile amnesia.
托福tpo6阅读试题
1.What purpose does paragraph2 serve in thelarger discussion of children’s inability to recall earlyexperiences?
A.To argue that theories that are notsubstantiated by evidence should generally be considered unreliable
B.To argue that the hypotheses mentioned inparagraph 2 have been more thoroughly researched than have the theoriesmentioned later in the passage
C.To explain why some theories aboutinfantile amnesia are wrong before presenting ones more likely to be true
D.To explain why infantile amnesia is ofgreat interest to researchers
2.The word “plausible”in the passage(paragraph 2) is closest in meaning to
A.flexible
B.believable
C.debatable
D.predictable
3.The word “phenomenon”in the passage(paragraph 2) is closest in meaning to
A.exception
B.repetition
C.occurrence
D.idea
4.All of the following theories about theinability to recall earlyexperiences are rejected in paragraph 2 EXCEPT:
A.The ability to recall an event decreasesas the time after the event increases.
B.Young children are not capable of formingmemories that last for more than a short time.
C.People may hold back sexually meaningfulmemories.
D.Most events in childhood are too ordinaryto be worth remembering.
5.What does paragraph 3 suggest aboutlong-term memory in children?
A.Maturation of the frontal lobes of thebrain is important for the long-term memory of motor activities but not verbaldescriptions.
B.Young children may form long-termmemories of actions they see earlier than of things they hear or are told.
C.Young children have better long-termrecall of short verbal exchanges than of long ones.
D.Children’s long-term recall of motoractivities increases when such activities are accompanied by explicit verbaldescriptions.
6.According to paragraph 4, what role maystorytelling play in formingchildhood memories?
A.It may encourage the physiologicalmaturing of the brain.
B.It may help preschool children tell thedifference between ordinary and unusual memories.
C.It may help preschool children retrievememories quickly.
D.It may provide an ordered structure thatfacilitates memory retrieval.
7.The word “critically” in thepassage(paragraph 5) is closest in meaning to
A.fundamentally
B.partially
C.consistently
D.subsequently
8.The word “perspective” in thepassage(paragraph 5) is closest in meaning to
A.system
B.theory
C.source
D.viewpoint
9.The phrase “This view” in the passage(paragraph 6) refers to the belief that
A.the ability to retrieve a memory partlydepends on the similarity between the encoding and retrieving process
B.the process of encoding information isless complex for adults than it is for young adults and infants
C.infants and older children are equallydependent on discussion of past events for the retrieval of information
D.infants encode information in the sameway older children and adults do
10.According to paragraphs 5 and 6, onedisadvantage very young childrenface in processing information is that theycannot
A.process a lot of information at one time
B.organize experiences according to type
C.block out interruptions
D.interpret the tone of adult language
11.Which of the sentences below bestexpresses the essential information inthe highlighted sentence in the passage(paragraph 7) ? Incorrect choices change the meaning inimportant ways or leaveout essential information.
A.Incomplete physiological development maypartly explain why hearing stories does not improve long-term memory in infantsand toddlers.
B.One reason why preschoolers fail tocomprehend the stories they hear is that they are physiologically immature.
C.Given the chance to hear stories, infantsand toddlers may form enduring memories despite physiological immaturity.
D.Physiologically mature children seem tohave no difficulty remembering stories they heard as preschoolers.
12.How does paragraph 7 relate to theearlier discussion of infantileamnesia?
A.It introduces a new theory about thecauses of infantile amnesia.
B.It argues that particular theoriesdiscussed earlier in the passage require further research.
C.It explains how particular theoriesdiscussed earlier in the passage may work in combination.
D.It evaluates which of the theoriesdiscussed earlier is most likely to be true.
13. Look at the four squares thatindicate where the following sentence could be added to the passage Otherimportant occasions are school graduations and weddings.
What do you remember about your life beforeyou were three?【A】Few people can remember anything that happened to themin their earlyyears.【B】Adults' memories ofthe next few years also tend to be scanty.【C】Most peoplerememberonly a few events—usually ones that were meaningful and distinctive, such asbeinghospitalized or a sibling’s birth.【D】
Where would the sentence best fit?
14. Directions: An introductorysentence fora brief summary of the passage is provided below. Complete thesummary byselecting the THREE answer choices that express the most importantideas in thepassage. Some sentences do not belong in the summary because theyexpress ideasthat are not presented in the passage or are minor ideas in thepassage. Thisquestion is worth 2points.
There are several possible explanations whypeople cannot easilyremember their early childhoods.
A.Preschoolers typically do not recallevents from their first year.
B.Frontal lobe function of the brain mayneed to develop before memory retrieval can occur.
C.Children recall physical activities moreeasily if they are verbalized.
D.The opportunity to hear chronologicallynarrated stories may help three-year-old children produce long-lastingmemories.
E.The content of a memory determines theway in which it is encoded.
F.Thecontrasting ways in which young children and adults process information maydetermine their relative success in remembering.
托福tpo6阅读答案
1.以inability to recallearly experience做关键词定位至第一句，但这句话是个问题，我们应该关注的是答案，也就是第二句，第二句说时间不是遗忘的原因，接着又说另一个可能的解释，也就是先给一个不对的，再说一个可能的，所以C是答案
2.plausible合理的，动听的，所以believable可信的是正确答案。把原文的插入语去掉之后，变成看起来怎么样的解释也不对，明显应该是看起来合理的或者说看起来对的，所以应该是个正面词汇，A可变的D可预测的都是中性，排除;C的debatable甚至稍有贬义，更不靠谱
3.phenomenon现象，事情，所以occurrence正确。原句说这个假说也没法解释什么，因为nor表示也，所以往前看，说两三岁的孩子记得他们一岁时候的事情，十一个月大的孩子在一年之后还记得他们经历的一些事情，所以phenomenon应该在说前面的这些事情，所以选C，A例外B重复D主意都不对
4.EXCEPT题，排除法。A中的time定位至第二句的前半句，这个原因被排除了，所以A对，不选;B中的memories定位至第三句，插入语的内容正是这个选项，原文也认为不合理，所以B对，不选;C中的sexually meaningful memories定位至倒数第二句，也被排除了，所以C对，不选，错的是D，选
5.以long-term memory定位至倒数第二句，说婴儿会重复他们看到的动作，接着就说大脑成熟导致他们能形成关于这些的记忆，但那些需要清楚解释的不行，也就是这个阶段还不能记住听到的东西，所以B说看到的比听到的早，正确。A错，没说对verbal description不重要;C/D都没说
6.以storytelling做关键词定位至第二，三两句。故事里的信息会像孩子们长大的时候听到的方式呈现给他们，所以D的ordered structure是正确的。A/B/C都没说
7.critically关键的，重要的，所以A的fundamentally基本的重要的正确。原文第一句就说婴儿遗忘的原因可能是成人和婴儿回忆信息的方式不同，接着就说是否记得住怎么样依靠信息获取的匹配。既然第一句就在说这个，说明整段都是说这个，也就是在很大程度上依靠，B部分程度不够，C总是程度过深，D接下来完全不靠谱
8.perspective观点，视角，前景，所以D的viewpoint正确。前句说能否回忆起来决定于接受信息时和回忆信息时的匹配度，素材和什么越一致回忆的效果越好。material就是信息源，所以source错;system完全不靠谱，theory表示理论，比起来观点更好些，所以D正确
9.一开始就是一个this view，说明一定和上段有关，而thisview所代表的正是上一段的观点，上段说婴儿会遗忘是因为成人和婴儿解码与获取信息的方式不同，所以答案很显然是A;B和C都没提到，D说反了，应该是不同
10.第五段和第六段都在说成人和大孩子与婴儿解析信息的方式不同，第六段给出了具体例子，最后一句说成人和大孩子关于类别的常识可以帮他们解析信息，但小孩子不能，也就是小孩子不会分类，所以B 是答案，其他都没说
11.这个句子比较简单，说immaturity是do not formenduring memories的原因，即使blablabla，A正确。B错在改变了原文结构，原文的结果是do not form enduring memories，B改成了comprehendstories;C与原文even之后的部分相反;D没说，注意不能推断
12.问到整个段，看开头，说之前的三个理论不是互相排斥的，而是相互支持的，很显然C的work in combination正确，而且本段最后又说all three explanations seem likely to be involved in overcoming，进一步证明C正确
13.只有一个过渡点，但已经够了，otherimportant occasions说明之前一定要有一些important occasion，D之前的破折号对events进行了解释，meaningful and distinctive，而且给了一些例子，就是important的同义替换，所以之前有一些重要的了，other很自然应该放在其后
14.preschoolers选项原文没说，不选
frontal lobe选项对应原文第三段第二句，正确
children选项原文没说，不选
the opportunity选项对应原文第四段第二句和倒数第二句，正确
the content选项原文没说，不选
the contrasting ways选项对应原文第五段第一句，正确
托福tpo6阅读译文
三岁前生活中发生事情你还记得多少?很少有人能记得婴幼儿时期曾经发生在他们身上的事情。成年人对三岁之后那几年的记忆也很稀疏。大部分人只记得那些很少的特殊的事情，比如住院或者弟弟妹妹的出生。
人们无法回忆起幼年事情的现象该如何解释呢?恐怕时间的流逝无法阐述清楚，成年人对35年前的高中同学照片仍可进行清楚地辨认。一种看似合理的解释认为，婴儿时期，孩子正在发展对发生的事情尚未形成永久性记忆，这种说法并不准确。两岁半到三岁的孩子能够记得他们一岁时候的事情，11个月大的孩子一年以后仍会记得一些事情。那些假设婴幼儿健忘症反映了孩子们对充满性欲的插曲的压制和隐藏，同样也解释不通。这种压制发生的时候，人们连孩提时代最普通的事情都是无法回忆起来的。
除此之外的三种解释似乎更具说服力。一种观点认涉及记忆相关的生理变化。孩子们早期的童年时代中，脑前叶不断地成熟，它对记忆发生的特殊事件以及之后对这些事情的回想起着至关重要的作用。婴幼儿长期记忆的形成，还会涉及到他们之前早期看到的或者自身经历的活动的重复，比如：到黑暗的环境里取东西，把瓶子塞到了洋娃娃的嘴里，或者将玩具撕成两半等。除了那些需要清晰语言描述的事件之外，大脑生理成熟的程度足以帮助他们记得这些特殊事件。
第二种观点与社会环境对孩子运用语言的影响有关。听故事和讲故事将有助于储存信息，直到他们的童年和成年。听故事的时候有个清晰的开头、情节和结尾会帮助孩子们提取事件的要点，并且使他们在过了很多年以后仍然可以描述这些事情。越来越多的家长们会在孩子三岁左右的时候和他们讨论过去发生的事情，这也与该理论一致。然而，仅仅听这些故事还是不足以帮更年幼的孩子形成永久的记忆。给两岁的孩子讲故事，并不能使他们形成语言化的记忆。
第三种可能的解释认为婴幼儿健忘症与婴儿储存信息的方式和成年后进行回忆的方式不相容有关。人们是否能够回忆起一件事情的关键在于这两种方式的匹配程度。两种方式越匹配，越有助于人们成功回忆之前发生的事情。
事实上，很多因素会导致婴幼儿储存信息的方式和成年人进行回忆的方式不匹配。对于一个头离地面两三尺的孩子来说，这个世界与那些稍大点的孩子眼中的世界不尽相同。长大后的孩子和成人经常试图回忆那些他们曾经见过的事物的名字，但在他们的幼儿时期时尚未对此进行语言化的信息储存。人们对类似生日聚会或者拜访医生诊所类似事件的分类常识有助于人们记忆他们的经历，但是，婴幼儿时期的孩子们似乎缺乏这些知识结构来帮助他们储存信息。
以上三种关于幼儿期遗忘的解释实际上并非互斥，他们是相互支持的。学龄前孩子听到那些可以促进他们回忆的故事时，生理上的不成熟是导致他们无法形成长久记忆的原因之一。听那些故事将有助于学龄前孩子在脑中储存已经发生的事情，以便形成他们可以像成年人那样自由提取的记忆。相反，将他们听到的故事进行更进一步的编码将有助于他们更好地理解和记忆，因此，那些故事将对他们记住将来发生的事情更有帮助。综上所述，生理上的成熟、听故事和讲故事以及改进对事件关键信息的编码都有助于克服婴幼儿遗忘症。
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