首页
登录
职称英语
At the university where I teach, fewer and fewer new books are available fro
At the university where I teach, fewer and fewer new books are available fro
游客
2023-12-03
38
管理
问题
At the university where I teach, fewer and fewer new books are available from the library in their physical, printed form. And yet, the company that just published my textbook tells me that about 90 percent of students who buy my book choose to lug around the four-pound paper version rather than purchase the weightless e-book. So why would students opt for the pricier and more cumbersome version? Is the library missing something important about the nature of printed versus electronic books?
Cognitive research shows that the way we read varies widely in different settings, with text acting as a prompt for very different kinds of mental pursuits. While reading, it’s possible, among other things, to generate strong visual images based on the text, to marshal arguments against the author’s main point, to speculate about the motivations of characters, to connect the text to personal experiences, to form an opinion, or to notice the sensory and aesthetic qualities of the text, to name just a few. Not all of these take place every time you read, so there is not just one activity called "reading," done either poorly or well.
A growing body of research shows that the same information can trigger very different thoughts depending on the cognitive goals that people have in mind. Readers can be instructed to create vivid imagery or to learn over time to make deeper inferences, both of which lead to better retention of the material they’ve read. And when readers are told to form an impression of people they’re reading about rather than to read for the purpose of memorizing the text, they organize the information from the text less haphazardly and are able to recall more of it.
Cognitive goals can also be unintentionally triggered by cues that never even enter a reader’s awareness. So, just as people can be told to form an impression of a character they read about, they can also be prompted to unconsciously pursue the same goal. In one study, researchers asked people to unscramble sentences that contained words like evaluate, judgment, and personality before reading excerpts about a character. In another, these words were subliminally(潜意识地)flashed at subjects before they took part in the reading task. In both of these studies, simply seeing words related to the goal of character assessment affected readers in much the same way as asking them explicitly to judge character.
The emerging research on cognitive goals and their triggers offers an intriguing way to think about why reading the same text in different formats or even styles of presentation might engage the mind in such different ways. A hard-copy textbook—including its four-pound heft—may serve as a powerful cue that sets off cognitive activities that are very distinct from those that are involved in reading your Twitter feed or thumbing through a paperback romance novel. Through its lifelong associations with classrooms and the intellectual calisthenics(健美体操)that take place there, a physical tome may spark a self-analytical frame of mind, prompting you to take stock of your understanding, re-reading passages to fill in gaps, and constantly " testing" yourself on your mastery of the material.
The research should also motivate publishers—especially of online text—to think deeply about how elements of presentation and design can serve as signals to nudge the reader into the mental activities that do justice to the text. For example, an online literary mag that looks like a page from BuzzFeed may leave readers with limp, unsatisfying experiences simply because it’s too hard to arouse the contemplative and sensory goals that lead to properly savoring its content. The magazine needs to signal that a different kind of reading is called for, perhaps by borrowing some of the elements that poets have long used to cue readers to pay close attention to the language of a poem: stripping away graphic distractions, formatting text sparsely and unconventionally, and surrounding it with generous swaths of empty space.
Understanding how reading works means abandoning the idea that the presentation of a text is as inconsequential as whether a plate of food is served with a sprig of decorative parsley. In fact, the packaging of text likely contains rich implicit instructions for what we do with it. [br] What is the role of Paragraph 5 in relation to the preceding two paragraphs?
选项
A、It provides more supportive evidences.
B、It makes a summary and illustrates the point.
C、It serves as a transitional part to the next paragraph.
D、It introduces a new topic for discussion.
答案
B
解析
结构题。判断段落之间的关系,首先应总结各段主要内容。第三段分析有意识的阅读目标对阅读过程的影响;第四段分析无意识的阅读目标对阅读的影响;第五段首句指出阅读目的对阅读方式的影响,这是对前两段内容的总结,故答案为[B]。
转载请注明原文地址:https://tihaiku.com/zcyy/3241557.html
相关试题推荐
A:WhereisPaul?B:Somewhereinouruniversity.Inthisdialogue,B’sanswerv
ThelargestuniversityinCanadais_____University.A、QuebecB、MontrealC、Laval
ThelargestuniversityinCanadais______A、UniversityofToronto.B、McGillUniv
ThelargestuniversityinCanadais______A、UniversityofToronto.B、McGillUniv
InawindowlessroomontheUniversityofCalifornia,Berkeley,campus,two
InawindowlessroomontheUniversityofCalifornia,Berkeley,campus,two
InawindowlessroomontheUniversityofCalifornia,Berkeley,campus,two
WhenIwasagraduatestudentinbiochemistryatTuftsUniversitySchoolof
WhenIwasagraduatestudentinbiochemistryatTuftsUniversitySchoolof
WhenIwasagraduatestudentinbiochemistryatTuftsUniversitySchoolof
随机试题
Itishightimethatyou______abath;whyareyoustillwatchingTV?A、willtak
[originaltext]M:Whethertheyareattendingcollegeorworkingtheirfirstjobs
Presentlyhemadethesuggestionthatthey(carryon)______theirconversation
案例: 郝老师在上高中美术鉴赏课《中国民间美术》时,要求学生以小组形式收集、欣
已知数列{an)与数列{bn),n=1,2,3…,则下列结论不正确的是()。
下列关于我国证券公司风险管理基本情况的说法正确的有()。 ①风险限额方面,
企业清算按不同性质,分为()。A.自愿清算 B.行政清算 C.破产清算
根据《政府投资条例》,政府投资范围以非经营性项目为主,对确需支持的经营性项目,主
根据《建设工程施工专业分包合同(示范文本)》(GF—2003—0213)不属于承
施工单位与建设单位签订施工合同后,将其中的部分工程分包给分包单位,则施工现场的安
最新回复
(
0
)