大學(xué)英語自學(xué)教程 unit 04
- Unit 4 Text A
- Unit 4 Text B
[00:00.00]Unit 4
[00:01.54]第四單元
[00:03.08]Improving Your Memory
[00:05.05]增強你的記憶力
[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]對你沒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，許多人通過學(xué)押韻的小詩來記東西。
[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:"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]這首小詩幫助許多人記住了一年中哪 幾個月有30天。
[01:18.00]Organization also makes a differenoe in our ability to remember.
[01:21.49]組織也對我們 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]如果某個圖書館里的書都是亂七八糟地擺放著，這人圖書館會有什么用呢？
[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]組塊就是一個例子。
[01:45.35]Chunking consists of grouping separate bits of information.
[01:48.93]組塊是把那些一點一點的分散的信息分組。
[01:52.51]For example, the number 4671363
[01:56.38]例如，4671363這個數(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)準確記得的東西聯(lián)系起來。
[03:18.27]In memorizing a number,
[03:20.49]你記某個數(shù)字的時候
[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。
[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步。
[04:28.93]In one study,
[04:30.76]在有一項研究中，
[04:32.59]subjects in one group were asked to learn some words using imagery,
[04:36.27]一組實驗對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心理畫面中，從而形成一個整體形象，
[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：短時記憶和長時記憶。
[05:34.94]Information in long-term memory
[05:36.93]存儲于長時記憶中的信息
[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回憶起來。
[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星期不忘。
[05:49.41]Sometimes information in the long-term memory is hard to remember.
[05:52.95]長時記憶的信息有時難以記住。
[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。
[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]短時記憶中的信息通常是通過反復(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電話號碼。
[06:24.05]and be{ore you dial, you repeat the number over and over.
[06:27.19]在你撥這個號碼之前，你先重復(fù)它幾遍。
[06:30.32]If someone interrupts you, you will probably forget the number.
[06:33.74]如果有人這時打擾了你，你很可能就把這個號碼忘了。
[06:37.17]In laboratory studies,
[06:39.35]實驗室中的研究發(fā)現(xiàn)，
[06:41.53]subjects are unable to remember three letters after eighteen seconds
[06:44.56]如果不讓實驗對象自我重復(fù)三個字母，那么18秒之后，
[06:47.59]if they are not allowed to repeat the letters to themselves.
[06:50.48]實驗對象就記不住就三個字母了。
[06:53.36]Psychologists study memory and learning with both animal and human subjects.
[06:56.94]心理學(xué)家用動物和人作為實驗對象研究記憶和學(xué)習(xí)。
[07:00.52]The two experiments here show how short-term memory has been studied.
[07:04.20]這兒的兩個實驗說明短時記憶是怎樣研究的。
[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]他用了一個專門設(shè)備，設(shè)備里有一個裝老鼠的籠子，并有三個門。
[07:19.69]There was a light in each door.
[07:21.87]每個門那里都有一盞燈。
[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]然后打開其中一盞燈，接著再把這 個燈關(guān)上。
[07:37.27]There was food for the rat only at this door.
[07:40.00]只有在這個門處才給老鼠放上食物。
[07:42.73]After the light was turned off,
[07:45.06]這個燈關(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]如果老鼠走對了門，它就可以得到放在那里的食物作為獎勵。
[08:05.49]Hunter did this experiment many times.
[08:08.27]這個實驗亨特做了多次。
[08:11.05]He always turned on the lights in a random order.
[08:13.88]他每次開燈并不按順序，而是隨機地。
[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]需要等的時間長短不一樣。
[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)，如果老鼠等的時間超過了十秒鐘，
[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，漢寧博士研究把英語作為第二語言來學(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，漢寧博士研究把英語作為第二語言來學(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]他的實驗對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]他們代表了各個英語能力水平的學(xué)習(xí)：從初級、
[09:11.58]intermediate, advanced, and native-speaking students.
[09:14.96]中級、高級到本族水平。
[09:18.34]To begin, the subjects listened to a recording of a native speaker
[09:21.82]開始時，實驗對象們聽一段
[09:25.29] reading a paragraph in English.
[09:27.27]說本族語的人讀一段錄音。
[09:29.26]Following the recording, the subjects took a 15-question test
[09:32.94]聽完錄音之后，他們參加了一個由15個題目組成的測試，
[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]每個問題都有四個選擇項。
[09:45.85]The subjects had to circle the word they had heard in the recording.
[09:48.53]實驗對象們應(yīng)圈出他們在錄音中聽到的單詞。
[09:51.20]Some of the questions had four choices that sound alike.
[09:54.18]有些問題的四個選擇項
[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]另有些問題的四個選擇項詞義一樣，
[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]還有些問題，它們的選擇項彼此之間沒有關(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]這四個詞便是如此。
[10:41.65]Finally the subjects took a language proficiency test.
[10:44.73]最后，這些實驗對象們參加一次語言水平測試。
[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]讀音相似的詞記錯更多；
[10:59.23]students with a higher proficiency
[11:01.71]英語水平高的學(xué)生
[11:04.19]made more of their mistakes on words that have the same meaning.
[11:07.27]詞義相同的詞記錯更多。
[11:10.35]Helming's results suggest that beginning students
[11:13.03]漢寧的實驗結(jié)果表明，
[11:15.71]hold the sound of words in their short-term memory,
[11:18.23]初級英語水平的學(xué)生在他們的短時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]而高級英語水平的學(xué)生則在他們的短時記憶中保、存了詞的意義。
