有聲英文閱讀-短時記憶

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Short-term Memory
短時記憶

There are two kinds of memory: short-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exams often have this experience. In contrast, information in short-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to themselves.
Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.
Dr. Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors. There was a light in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released form its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to wait more than ten seconds, it could not remember the correct door. Hunter's results show that rats have a short-term memory of about ten seconds.
Later, Dr. Henning studied how students who are learning English as a second language remember vocabulary. The subject in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English: beginning, intermediate, advanced, and native-speaking students.
To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question has four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, and result could be used as four unrelated words. Finally the subjects took a language proficiency test.
Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning's results suggest that beginning students hold the sound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory.

有兩種記憶：短時記憶和長時記憶。處于長期記憶中的信息，在后來需要的時候能夠回想起來。這一信息可以保持數(shù)天或數(shù)周。有時處于長時記憶中的信息很難記起。參加考試的學生經(jīng)常會有這種經(jīng)歷。反之，短時記憶中的信息只能保持三兩秒鐘，通常還得再三復習這一信息。例如，你在一本電話號碼簿中查到一個號碼，在你還沒撥號之前，你得再三復習這一號碼。如果這時有人打擾了你，你也許會把這個電話號碼忘了。通過實驗研究表明，如果不準被測試的人復習，那么十八秒以后，被測試的人連三個字母都記不住。
心理學家們以動物和人這二者做測試對象分別研究了記憶和學習的情況。這里這兩類試驗都表明了研究短時記憶的情況。
亨特博士研究了大老鼠的短時記憶。他用了一種特殊裝置，這種裝置上有個鼠籠和三扇門。每扇門上都有一盞燈。首先，把大老鼠放到一個關(guān)著的鼠籠里。接著，把其中一盞燈打開然后再關(guān)上。只有在這扇門那里才有給老鼠吃的東西。在把燈關(guān)掉以后，必須讓這個老鼠等候一段短時期，這才把它從鼠籠中放出去。接下來，如果這個老鼠走對了門，那么，門那里擺著的食物就是對他的獎賞。亨特博士多次做過這種實驗。他總是沒有按固定順序隨便打開任何一盞燈。讓老鼠等候的時間間隔也完全不同，然后才把大老鼠從鼠籠中放出去。亨特博士發(fā)現(xiàn)，如果老鼠必須等候10秒鐘以上才放出，那它就記不住哪扇門是正確的。亨特博士實驗的結(jié)果表明大老鼠能有大約10秒鐘的短期記憶。
后來，享尼希博士研究了那些把英語作為第二種語言來學習的人，是怎樣記生詞的。他實驗的對象是洛杉磯加州大學的75名學生。他們都是各種程度的英語學生中的代表人物：初級的、中級的、高級和以英語為母語的學生。
開頭，先讓受試者們聽一段以英語為母語的人所朗讀的一小段英文文章的錄音。聽了錄音以后接著讓受試者參加一次共15個問題的考試，看看他們都記住了哪些生詞。每個問題有四個選擇項。受試者必須圈出他們在錄音中所聽到的單詞。每個問題有四個選擇項聽起來很像是一樣的。例如：weather天氣，whether是否，wither枯萎，wetter潤濕劑。有些問題的選擇項的意義像是一樣的：method,way,manner和system.有些問題的四個選擇項之間沒有任何關(guān)連：weather,method,love和result.最后，受試者們都參加一次語言熟練程度的測試。
享尼希博士發(fā)現(xiàn)，凡是英語熟練程度低的學生多在聲音相似的單詞中會弄錯；凡是英語熟練程度高的學生多在意義相似的詞匯上會出錯。享尼希的實驗結(jié)果表明：初學者能把單詞的聲音保持短期記憶。享尼希的實驗結(jié)果表明：初學者能把單詞的聲音保持短期記憶，而程度高的學生能把詞匯的意義保持短期記憶。