首页
登录
职称英语
【31】 [br] 【37】 [originaltext] Lecturer: We’re going to look today at some exp
【31】 [br] 【37】 [originaltext] Lecturer: We’re going to look today at some exp
游客
2024-01-07
35
管理
问题
【31】 [br] 【37】
Lecturer: We’re going to look today at some experiments that have been done on memory in babies and young children. Our memories, it’s true to say, work very differently depending upon whether we are very old, very young or somewhere in the middle. But when exactly do we start to remember things and how much can we recall? One of the first questions that we might ask is - do babies have any kind of episodic memory ... can they remember particular events? Obviously, we can’t ask them, so how do we find out? Well, one experiment that’s been used has produced some interesting results. It’s quite simple and involves a baby, in its cot, a colourful mobile and a piece of string. It works like this. If you suspend the mobile above the cot and connect the baby’s foot to it with the string the mobile will move every time the baby kicks. Now you can allow time for the baby to learn what happens and enjoy the activity. Then you remove the mobile for a time and re-introduce it some time from one to fourteen days later. If you look at this table of results ... at the top two rows ... you can see that what is observed shows that two-month- old babies can remember .the trick for up to two days and three-month-old babies for up to a fortnight. And although babies trained on one mobile will respond only if you use the familiar mobile, if you train them on a variety of colours and designs, they will happily respond to each one in turn.
Now, looking at the third row on the table, you will see that when they learn to speak, babies as young as 21 months demonstrate an ability to remember events which happened several weeks earlier. And by the time they are two, some children’s memories will stretch back over six months, though their recall will be random, with little distinction between key events and trivial ones and very few of these memories, if any, will survive into later life. So we can conclude from this that even very tiny babies are capable of grasping and remembering a concept.
So how is it that young infants can suddenly remember for a considerably longer period of time? Well, one theory accounting for all of this - and this relates to the next question we might ask - is that memory develops with language. Very young children with limited vocabularies are not good at organising their thoughts. Though they may be capable of storing memories, do they have the ability to retrieve them? One expert has suggested an analogy with books on a library shelf. With infants, he says, ’it is as if early books are hard to find because they were acquired before the cataloguing system was developed’.
But even older children forget far more quickly than adults do. In another experiment, several six-year-olds, nine-year-olds and adults were shown a staged incident. In other words, they all watched what they thought was a natural sequence of events. The incident went like this ... a lecture which they were listening to was suddenly interrupted by something accidentally overturning, in this case it was a slide projector. To add a third stage and make the recall more demanding, this ’accident’ was then followed by an argument. In a memory test the following day, the adults and the nine-year-olds scored an average 70% and the six- year-olds did only slightly worse. In a retest five months later, the pattern was very different. The adults’ memory recall hadn’t changed but the nine-year-olds’ had slipped to less than 60% and the six-year-olds could manage little better than 40% recall.
In similar experiments with numbers, digit span is shown to...
选项
答案
retrieve/recall/recover
解析
转载请注明原文地址:https://tihaiku.com/zcyy/3341997.html
相关试题推荐
Onthebeachtherewasacastofa______.[br]【20】[originaltext]Presente
Onthebeachtherewasacastofa______.[br]【18】[originaltext]Presente
Onthebeachtherewasacastofa______.[br]【16】______[originaltext]Pr
【31】[br]【40】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【31】[br]【39】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【31】[br]【38】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【31】[br]【37】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【31】[br]【36】[originaltext]Lecturer:Inthelastlecture,welookedatthe
【21】[br]【30】[originaltext]Tutor:Goodmorningeveryone.WellIthinkwecans
【21】[br]【29】[originaltext]Tutor:Goodmorningeveryone.WellIthinkwecans
随机试题
[originaltext]ThismonthReader’sDigestispublishingits1,000thissue.The
Bythetimeshegraduatesfromthecollegethissummer,she______hereforfoury
图示两根木杆连接结构,已知木材的许用切应力为[τ],许用挤压应力为[σbs],则
患者,男,36岁,因右侧肢体活动障碍,言语不利1个月入院,诊断为脑出血。入院时患
根据《建筑地基基础设计规范》(GB50007—2002),确定地基承载力特征值
以下属于财产保全的方式的是()。 A.诉前财产保全和诉中财产保全B.诉前财
1984年以来,我国银行监管治理的演变过程可以划分为()阶段。A.初步确立阶段
在教育心理学看来,()不仅是课堂管理研究的主要范畴,也是学习过程研究和教学设计研
邮寄物入境后,邮政部门应向检验检疫机构提供进境邮寄物清单,由检验检疫人员实施现场
某大桥主桥为四跨一联的预应力混凝土连续箱梁桥,最大跨径120m,主桥墩柱高度为
最新回复
(
0
)