TPO6托福閱讀文本Part3答案解析

　　TPO對(duì)于我們的托福備考非常有用，大家還在苦于找不到資料嗎？下面小編給大家?guī)?lái)TPO6托福閱讀文本Part3答案解析，希望可以幫助到你們。

托福TPO6閱讀文本Part3

　　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. Older 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.

　　Paragraph 2: 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 thephenomenon. While such repression may occur, people cannot remember ordinary events from the infant and toddler periods either.

　　托福TPO6閱讀題目Part3

　　1. What purpose does paragraph 2 serve in the larger discussion of children's inability to recall early experiences?

　　○To argue that theories 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: 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.

　　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: 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.

　　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: 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.

　　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: 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. Older 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.

　　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: 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.

　　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: 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. █

　　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. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

　　There are several possible explanations why people cannot easily remember their early childhoods.

　　●

　　●

　　●

　　Answer Choices

　　○Preschoolers typically do not recall events from their first year.

　　○Frontal lobe function of the brain may need to develop before memory retrieval can occur.

　　○Children recall physical activities more easily if they are verbalized.

　　○The opportunity to hear chronologically narrated stories may help three-year-old children produce long-lasting memories.

　　○The content of a memory determines the way in which it is encoded.

　　○The contrasting ways in which young children and adults process information may determine their relative success in remembering

　　托福TPO6閱讀答案Part3

　　參考答案：

　　1. ○3

　　2. ○2

　　3. ○3

　　4. ○4

　　5. ○2

　　6. ○4

　　7. ○1

　　8. ○4

　　9. ○1

　　10. ○2

　　11. ○1

　　12. ○3

　　13. ○4

　　14. Frontal lobe function

　　The opportunity to hear

　　The contrasting ways in

　　托福TPO6閱讀翻譯Part3

　　參考翻譯：嬰幼兒期記憶缺失

　　三歲前生活中發(fā)生事情你還記得多少?很少有人能記得嬰幼兒時(shí)期曾經(jīng)發(fā)生在他們身上的事情。成年人對(duì)三歲之后那幾年的記憶也很稀疏。大部分人只記得那些很少的特殊的事情，比如住院或者弟弟妹妹的出生。

　　人們無(wú)法回憶起幼年事情的現(xiàn)象該如何解釋呢?恐怕時(shí)間的流逝無(wú)法闡述清楚，成年人對(duì)35年前的高中同學(xué)照片仍可進(jìn)行清楚地辨認(rèn)。一種看似合理的解釋認(rèn)為，嬰兒時(shí)期，孩子正在發(fā)展對(duì)發(fā)生的事情尚未形成永久性記憶，這種說(shuō)法并不準(zhǔn)確。兩歲半到三歲的孩子能夠記得他們一歲時(shí)候的事情，11個(gè)月大的孩子一年以后仍會(huì)記得一些事情。那些假設(shè)嬰幼兒健忘癥反映了孩子們對(duì)充滿(mǎn)性欲的插曲的壓制和隱藏，同樣也解釋不通。這種壓制發(fā)生的時(shí)候，人們連孩提時(shí)代最普通的事情都是無(wú)法回憶起來(lái)的。

　　除此之外的三種解釋似乎更具說(shuō)服力。一種觀點(diǎn)認(rèn)涉及記憶相關(guān)的生理變化。孩子們?cè)缙诘耐陼r(shí)代中，腦前葉不斷地成熟，它對(duì)記憶發(fā)生的特殊事件以及之后對(duì)這些事情的回想起著至關(guān)重要的作用。嬰幼兒長(zhǎng)期記憶的形成，還會(huì)涉及到他們之前早期看到的或者自身經(jīng)歷的活動(dòng)的重復(fù)，比如：到黑暗的環(huán)境里取東西，把瓶子塞到了洋娃娃的嘴里，或者將玩具撕成兩半等。除了那些需要清晰語(yǔ)言描述的事件之外，大腦生理成熟的程度足以幫助他們記得這些特殊事件。

　　第二種觀點(diǎn)與社會(huì)環(huán)境對(duì)孩子運(yùn)用語(yǔ)言的影響有關(guān)。聽(tīng)故事和講故事將有助于儲(chǔ)存信息，直到他們的童年和成年。聽(tīng)故事的時(shí)候有個(gè)清晰的開(kāi)頭、情節(jié)和結(jié)尾會(huì)幫助孩子們提取事件的要點(diǎn)，并且使他們?cè)谶^(guò)了很多年以后仍然可以描述這些事情。越來(lái)越多的家長(zhǎng)們會(huì)在孩子三歲左右的時(shí)候和他們討論過(guò)去發(fā)生的事情，這也與該理論一致。然而，僅僅聽(tīng)這些故事還是不足以幫更年幼的孩子形成永久的記憶。給兩歲的孩子講故事，并不能使他們形成語(yǔ)言化的記憶。

　　第三種可能的解釋認(rèn)為嬰幼兒健忘癥與嬰兒儲(chǔ)存信息的方式和成年后進(jìn)行回憶的方式不相容有關(guān)。人們是否能夠回憶起一件事情的關(guān)鍵在于這兩種方式的匹配程度。兩種方式越匹配，越有助于人們成功回憶之前發(fā)生的事情。

　　事實(shí)上，很多因素會(huì)導(dǎo)致嬰幼兒儲(chǔ)存信息的方式和成年人進(jìn)行回憶的方式不匹配。對(duì)于一個(gè)頭離地面兩三尺的孩子來(lái)說(shuō)，這個(gè)世界與那些稍大點(diǎn)的孩子眼中的世界不盡相同。長(zhǎng)大后的孩子和成人經(jīng)常試圖回憶那些他們?cè)?jīng)見(jiàn)過(guò)的事物的名字，但在他們的幼兒時(shí)期時(shí)尚未對(duì)此進(jìn)行語(yǔ)言化的信息儲(chǔ)存。人們對(duì)類(lèi)似生日聚會(huì)或者拜訪(fǎng)醫(yī)生診所類(lèi)似事件的分類(lèi)常識(shí)有助于人們記憶他們的經(jīng)歷，但是，嬰幼兒時(shí)期的孩子們似乎缺乏這些知識(shí)結(jié)構(gòu)來(lái)幫助他們儲(chǔ)存信息。

　　以上三種關(guān)于幼兒期遺忘的解釋實(shí)際上并非互斥，他們是相互支持的。學(xué)齡前孩子聽(tīng)到那些可以促進(jìn)他們回憶的故事時(shí)，生理上的不成熟是導(dǎo)致他們無(wú)法形成長(zhǎng)久記憶的原因之一。聽(tīng)那些故事將有助于學(xué)齡前孩子在腦中儲(chǔ)存已經(jīng)發(fā)生的事情，以便形成他們可以像成年人那樣自由提取的記憶。相反，將他們聽(tīng)到的故事進(jìn)行更進(jìn)一步的編碼將有助于他們更好地理解和記憶，因此，那些故事將對(duì)他們記住將來(lái)發(fā)生的事情更有幫助。綜上所述，生理上的成熟、聽(tīng)故事和講故事以及改進(jìn)對(duì)事件關(guān)鍵信息的編碼都有助于克服嬰幼兒遺忘癥。

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