大學(xué)英語(yǔ)自學(xué)教程 unit 04

[00:00.00]Unit 4 [00:01.54]第四單元 [00:03.08]Improving Your Memory [00:05.05]增強(qiáng)你的記憶力 [00:07.03]Psychological research has focused on a number of basic principles [00:10.75]心理學(xué)研究集中在一些怎樣幫助記憶的 [00:14.47]that help memory: [00:16.46]一些基本原則上， [00:18.44]meaningfulness, organization, association,and visualization. [00:22.77]如意義、組織、聯(lián)想和形象化。 [00:27.09] It is useful to know how these principles work. [00:30.17]知道這些原則怎樣起作用是很有用的。 [00:33.25]Meaningfulness affects memory at all levels. [00:36.35]意義影響到各個(gè)層次上的記憶。 [00:39.44]Information that does not make any sense to you is difficult to remember. [00:43.57]對(duì)你沒(méi)有意義的信息是很難記住的。 [00:47.70]There are several ways in which we can make material more meaningful. [00:51.03]有幾種方法可以使要記的材料更有意義。 [00:54.36]Many people, for instance, learn a rhyme to help them remember. [00:57.69]比如說(shuō)，許多人通過(guò)學(xué)押韻的小詩(shī)來(lái)記東西。 [01:01.02]Do you know the rhyme [01:02.85]你知道有一首押韻 [01:04.68]"Thirty days has September, April, June, and November..."? [01:07.71]說(shuō):"九,六,十一還有四,每月天數(shù)整三十....."嗎? [01:10.74]It helps many people remember which months of the year have 30 days. [01:14.37]這首小詩(shī)幫助許多人記住了一年中哪 幾個(gè)月有30天。 [01:18.00]Organization also makes a differenoe in our ability to remember. [01:21.49]組織也對(duì)我們 記憶能力有一定的影響。 [01:24.98]How useful would a library be if the books were kept in random order? [01:28.61]如果某個(gè)圖書館里的書都是亂七八糟地?cái)[放著，這人圖書館會(huì)有什么用呢？ [01:32.24]Material that is organized is better remembered than jumbled information. [01:36.12]有組織的材料要比一堆雜亂的信息好記。 [01:40.00]One example of organization is chunking. [01:42.67]組塊就是一個(gè)例子。 [01:45.35]Chunking consists of grouping separate bits of information. [01:48.93]組塊是把那些一點(diǎn)一點(diǎn)的分散的信息分組。 [01:52.51]For example, the number 4671363 [01:56.38]例如，4671363這個(gè)數(shù) [02:00.24]is more easily remembered if it is chunked as 467,13,63. [02:05.41]如果能分成467、13和63三塊，就更容易記。 [02:10.59]Categorizing is another means of organization. [02:13.55]分類是另一種組織方法。 [02:16.52]Suppose you are asked to remember the following list of words: [02:19.74]假設(shè)要求你記住下列生詞： [02:22.97]man, bench, dog, desk, woman, horse, child, cat, chair. [02:29.20]男人、凳子、狗、書桌、女人、馬、小孩、貓、椅子。 [02:35.43]Many people will group the words into similar categories [02:38.97]很多人把這些詞分成相近的類別， [02:42.51] and remember them as follows: [02:44.64]以下列方式記憶它們： [02:46.77]man,woman,child;cat,dog,horse;bench,chair,desk. [02:51.00]男人、女人、小孩；貓、狗、馬；凳子、椅子、書桌。 [02:55.23]Needless to say, [02:57.20]無(wú)庸多言， [02:59.17]the second list can be remembered more easily than the first one. [03:02.15]第二種記表比第一種更好記。 [03:05.13]Association refers to taking the material we want to remember [03:08.81]聯(lián)想指的是把我們要記憶的材料 [03:12.50]and relating it to something we remember accurately. [03:15.38]同我們已經(jīng)準(zhǔn)確記得的東西聯(lián)系起來(lái)。 [03:18.27]In memorizing a number, [03:20.49]你記某個(gè)數(shù)字的時(shí)候 [03:22.71]you might try to associate it with familiar numbers or events. [03:26.20]可以設(shè)法把它同你熟悉的數(shù)字或事件聯(lián)系起來(lái)。 [03:29.68]For example,the height of Mount Fuji in Japan--12,389 feet -- [03:34.56]例如日本富士山的高度是12389英尺， [03:39.43]might be remembered using the following associations: [03:42.76]可以用下面的聯(lián)想法記憶它們： [03:46.09]12 is the number of months in the year, [03:49.03]12是一年中的月數(shù)， [03:51.97]and 389 is the number of days in a year (365) [03:56.94]389是一年中天數(shù)（365） [04:01.92]added to the number of months twice (24). [04:05.00]加上兩倍的月數(shù)（24）。 [04:08.08]The last principle is visualization. [04:11.06]最后一條原則是形象化。 [04:14.04]Research has shown striking improvements in many types of memory tasks [04:18.06]研究表明，如果要求人們把要記憶的東西形象化， [04:22.09]when people are asked to visualize the items to be remembered. [04:25.51]很多種記憶任務(wù)的完成都能有顯著的進(jìn)步。 [04:28.93]In one study, [04:30.76]在有一項(xiàng)研究中， [04:32.59]subjects in one group were asked to learn some words using imagery, [04:36.27]一組實(shí)驗(yàn)對(duì)象被要求利用想象學(xué)習(xí)一些生詞， [04:39.95]while the second group used repetition to learn the words. [04:43.28]另一組則通過(guò)多次重復(fù)去學(xué)習(xí)這些生詞。 [04:46.62]Those using imagery remembered BO to 90 percent of the words, [04:50.59]利用想象記憶生詞的人記住了80%—90%的生詞， [04:54.56]compared with 30 to 40 percent of the words for those who memorized by repetition. [04:59.09]相比之下，用重復(fù)法記憶生詞的人只記住了30%—40%。 [05:03.62]Thus forming an integrated image [05:06.42]由此看出， [05:09.21]with all the information placed in a single mental picture [05:12.48]將全部信息放置在單個(gè)心理畫面中，從而形成一個(gè)整體形象， [05:15.74] can help us to preserve a memory. [05:18.32]可以幫助我們保存記憶。 [05:20.89]Text B [05:22.63]第二單元 課文B [05:24.36]Short-term Memory [05:26.13]短時(shí)記憶 [05:27.89]There are two kinds of memory: shoat-term and long-term. [05:31.42]記憶有兩種：短時(shí)記憶和長(zhǎng)時(shí)記憶。 [05:34.94]Information in long-term memory [05:36.93]存儲(chǔ)于長(zhǎng)時(shí)記憶中的信息 [05:38.91]can be recalled at a later time when it is needed. [05:41.29]能夠在以后的需要時(shí)回憶起來(lái)。 [05:43.67]The information may be kept for days or weeks. [05:46.54]這種信息可以保存幾天或幾個(gè)星期不忘。 [05:49.41]Sometimes information in the long-term memory is hard to remember. [05:52.95]長(zhǎng)時(shí)記憶的信息有時(shí)難以記住。 [05:56.49]Students taking exams often have this experience. [05:59.42]參加考試的學(xué)生經(jīng)常有這種體驗(yàn)。 [06:02.34]In contrast, [06:04.32]與此相反， [06:06.29]information in shoat-term memory is kept for only a few seconds, [06:09.41]短時(shí)記憶中的信息通常是通過(guò)反復(fù)重復(fù)該信息記住的， [06:12.53]usually by repeating the information over and over. [06:15.26]只能保存幾秒鐘。 [06:17.99]For example, you look up a number in the telephone book, [06:21.02]比如你在電話簿上查某個(gè)電話號(hào)碼。 [06:24.05]and be{ore you dial, you repeat the number over and over. [06:27.19]在你撥這個(gè)號(hào)碼之前，你先重復(fù)它幾遍。 [06:30.32]If someone interrupts you, you will probably forget the number. [06:33.74]如果有人這時(shí)打擾了你，你很可能就把這個(gè)號(hào)碼忘了。 [06:37.17]In laboratory studies, [06:39.35]實(shí)驗(yàn)室中的研究發(fā)現(xiàn)， [06:41.53]subjects are unable to remember three letters after eighteen seconds [06:44.56]如果不讓實(shí)驗(yàn)對(duì)象自我重復(fù)三個(gè)字母，那么18秒之后， [06:47.59]if they are not allowed to repeat the letters to themselves. [06:50.48]實(shí)驗(yàn)對(duì)象就記不住就三個(gè)字母了。 [06:53.36]Psychologists study memory and learning with both animal and human subjects. [06:56.94]心理學(xué)家用動(dòng)物和人作為實(shí)驗(yàn)對(duì)象研究記憶和學(xué)習(xí)。 [07:00.52]The two experiments here show how short-term memory has been studied. [07:04.20]這兒的兩個(gè)實(shí)驗(yàn)說(shuō)明短時(shí)記憶是怎樣研究的。 [07:07.89]Dr. Hunter studied short-term memory in rats. [07:10.41]亨特博士研究了老鼠的短時(shí)記憶。 [07:12.93]He used a sperial apparatus which had a cage for the rat and three doors. [07:16.31]他用了一個(gè)專門設(shè)備，設(shè)備里有一個(gè)裝老鼠的籠子，并有三個(gè)門。 [07:19.69]There was a light in each door. [07:21.87]每個(gè)門那里都有一盞燈。 [07:24.06] First the rat was placed in the closed cage. [07:27.09]先把老鼠放進(jìn)關(guān)閉的籠子里。 [07:30.12]Next, one of the lights was turned on and then off. [07:33.69]然后打開(kāi)其中一盞燈，接著再把這 個(gè)燈關(guān)上。 [07:37.27]There was food for the rat only at this door. [07:40.00]只有在這個(gè)門處才給老鼠放上食物。 [07:42.73]After the light was turned off, [07:45.06]這個(gè)燈關(guān)掉之后， [07:47.38]the rat had to wait a short time before it was released from its cage. [07:51.01]要讓老鼠等一會(huì)兒才把它從籠子里放出去。 [07:54.64]Then, if it went to the correct door, [07:57.58]要讓老鼠等一會(huì)兒才把它從籠子里放出去。 [08:00.52]it was rewarded with the food that was there. [08:03.00]如果老鼠走對(duì)了門，它就可以得到放在那里的食物作為獎(jiǎng)勵(lì)。 [08:05.49]Hunter did this experiment many times. [08:08.27]這個(gè)實(shí)驗(yàn)亨特做了多次。 [08:11.05]He always turned on the lights in a random order. [08:13.88]他每次開(kāi)燈并不按順序，而是隨機(jī)地。 [08:16.72]The rat had to wait different intervals [08:18.99]老鼠在被從籠子里放出去之前 [08:21.26]before it was released from the cage. [08:23.44]需要等的時(shí)間長(zhǎng)短不一樣。 [08:25.63]Hunter found that if the rat had to wait more than ten seconds, [08:29.01]亨特發(fā)現(xiàn)，如果老鼠等的時(shí)間超過(guò)了十秒鐘， [08:32.39]it could not remember the correct door. [08:34.52]它就記不得哪是正確的。 [08:36.65]Hunter's results show that rats have a short-term memory of about ten seconds. [08:40.37]亨特的研究結(jié)果表明，老鼠短時(shí)記憶在十秒上下。 [08:44.09]Later,Dr.Henning studied how students who are learning English as a second language [08:47.63]后來(lái)，漢寧博士研究把英語(yǔ)作為第二語(yǔ)言來(lái)學(xué)的學(xué)生 [08:51.17]remember vocabulary. [08:53.20]怎樣記單詞 [08:55.22]The subjects in his experiment [08:57.00]后來(lái)，漢寧博士研究把英語(yǔ)作為第二語(yǔ)言來(lái)學(xué)的學(xué)生怎樣記單詞。 [08:58.78]were 75 students at the University of California in Los Angeles. [09:02.16]他的實(shí)驗(yàn)對(duì)象是加里福尼亞大學(xué)洛杉磯分校的75名學(xué)生。 [09:05.54]They represented all levels of ability in English:beginning, [09:08.56]他們代表了各個(gè)英語(yǔ)能力水平的學(xué)習(xí)：從初級(jí)、 [09:11.58]intermediate, advanced, and native-speaking students. [09:14.96]中級(jí)、高級(jí)到本族水平。 [09:18.34]To begin, the subjects listened to a recording of a native speaker [09:21.82]開(kāi)始時(shí)，實(shí)驗(yàn)對(duì)象們聽(tīng)一段 [09:25.29] reading a paragraph in English. [09:27.27]說(shuō)本族語(yǔ)的人讀一段錄音。 [09:29.26]Following the recording, the subjects took a 15-question test [09:32.94]聽(tīng)完錄音之后，他們參加了一個(gè)由15個(gè)題目組成的測(cè)試， [09:36.63] to see which words they remembered. [09:38.66]看看他們記住了哪些單詞。 [09:40.70]Each question had four choices. [09:43.27]每個(gè)問(wèn)題都有四個(gè)選擇項(xiàng)。 [09:45.85]The subjects had to circle the word they had heard in the recording. [09:48.53]實(shí)驗(yàn)對(duì)象們應(yīng)圈出他們?cè)阡浺糁新?tīng)到的單詞。 [09:51.20]Some of the questions had four choices that sound alike. [09:54.18]有些問(wèn)題的四個(gè)選擇項(xiàng) [09:57.16]For example,weather,whether,wither, [10:00.88]如weather、 whether 、wither [10:04.60]and wetter are four words that sound alike. [10:07.49]wetter的讀音很相似， [10:10.38]Some of the questions had four choices that have the same meaning. [10:12.81]另有些問(wèn)題的四個(gè)選擇項(xiàng)詞義一樣， [10:15.24]Method, way, manner,and system would be four words with the same meaning. [10:19.77]如method way manner system。 [10:24.30]Some of them had four Unrelated choices. [10:26.82]還有些問(wèn)題，它們的選擇項(xiàng)彼此之間沒(méi)有關(guān)系， [10:29.34]For instance,weather,method,love, [10:32.53]例如 weather method love result [10:35.72]and result could be used as four unrelated words. [10:38.68]這四個(gè)詞便是如此。 [10:41.65]Finally the subjects took a language proficiency test. [10:44.73]最后，這些實(shí)驗(yàn)對(duì)象們參加一次語(yǔ)言水平測(cè)試。 [10:47.81]Henning found that students with a lower proficiency in English [10:50.93]漢寧發(fā)現(xiàn)，英語(yǔ)水平低的學(xué)生 [10:54.05]made more of their mistakes on words that sound alike; [10:56.64]讀音相似的詞記錯(cuò)更多； [10:59.23]students with a higher proficiency [11:01.71]英語(yǔ)水平高的學(xué)生 [11:04.19]made more of their mistakes on words that have the same meaning. [11:07.27]詞義相同的詞記錯(cuò)更多。 [11:10.35]Helming's results suggest that beginning students [11:13.03]漢寧的實(shí)驗(yàn)結(jié)果表明， [11:15.71]hold the sound of words in their short-term memory, [11:18.23]初級(jí)英語(yǔ)水平的學(xué)生在他們的短時(shí)記憶中保存了詞的聲音， [11:20.75]while advanced students hold the meaning of words in their short-term memory. [11:24.43]而高級(jí)英語(yǔ)水平的學(xué)生則在他們的短時(shí)記憶中保、存了詞的意義。

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