TPO6託福閱讀文本Part3答案解析
TPO對於我們的託福備考非常有用，大家還在苦於找不到資料嗎？下面小編給大家帶來TPO6託福閱讀文本Part3答案解析，希望可以幫助到你們。
託福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.
託福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?
2. The word "plausible" in the passage is closest in meaning to
3. The word "phenomenon" in the passage is closest in meaning to
4. All of the following theories about the inability to recall early experiences are rejected in paragraph 2 EXCEPT:
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?
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?
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
8. The word "perspective" in the passage is closest in meaning to
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
10. According to paragraphs 5 and 6, one disadvantage very young children face in processing information is that they cannot
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.
12. How does paragraph 7 relate to the earlier discussion of infantile amnesia?
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
託福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
託福TPO6閱讀翻譯Part3
參考翻譯：嬰幼兒期記憶缺失
三歲前生活中發生事情你還記得多少?很少有人能記得嬰幼兒時期曾經發生在他們身上的事情。成年人對三歲之後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。
人們無法回憶起幼年事情的現象該如何解釋呢?恐怕時間的流逝無法闡述清楚，成年人對35年前的高中同學照片仍可進行清楚地辨認。一種看似合理的解釋認爲，嬰兒時期，孩子正在發展對發生的事情尚未形成永久性記憶，這種說法並不準確。兩歲半到三歲的孩子能夠記得他們一歲時候的事情，11個月大的孩子一年以後仍會記得一些事情。那些假設嬰幼兒健忘症反映了孩子們對充滿性慾的插曲的壓制和隱藏，同樣也解釋不通。這種壓制發生的時候，人們連孩提時代最普通的事情都是無法回憶起來的。
除此之外的三種解釋似乎更具說服力。一種觀點認涉及記憶相關的生理變化。孩子們早期的童年時代中，腦前葉不斷地成熟，它對記憶發生的特殊事件以及之後對這些事情的回想起着至關重要的作用。嬰幼兒長期記憶的形成，還會涉及到他們之前早期看到的或者自身經歷的活動的重複，比如：到黑暗的環境裏取東西，把瓶子塞到了洋娃娃的嘴裏，或者將玩具撕成兩半等。除了那些需要清晰語言描述的事件之外，大腦生理成熟的程度足以幫助他們記得這些特殊事件。
第二種觀點與社會環境對孩子運用語言的影響有關。聽故事和講故事將有助於儲存信息，直到他們的童年和成年。聽故事的時候有個清晰的開頭、情節和結尾會幫助孩子們提取事件的要點，並且使他們在過了很多年以後仍然可以描述這些事情。越來越多的家長們會在孩子三歲左右的時候和他們討論過去發生的事情，這也與該理論一致。然而，僅僅聽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，並不能使他們形成語言化的記憶。
第三種可能的解釋認爲嬰幼兒健忘症與嬰兒儲存信息的方式和成年後進行回憶的方式不相容有關。人們是否能夠回憶起一件事情的關鍵在於這兩種方式的匹配程度。兩種方式越匹配，越有助於人們成功回憶之前發生的事情。
事實上，很多因素會導致嬰幼兒儲存信息的方式和成年人進行回憶的方式不匹配。對於一個頭離地面兩三尺的孩子來說，這個世界與那些稍大點的孩子眼中的世界不盡相同。長大後的孩子和成人經常試圖回憶那些他們曾經見過的事物的名字，但在他們的幼兒時期時尚未對此進行語言化的信息儲存。人們對類似生日聚會或者拜訪醫生診所類似事件的分類常識有助於人們記憶他們的經歷，但是，嬰幼兒時期的孩子們似乎缺乏這些知識結構來幫助他們儲存信息。
