首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Forgetting I. Early researches Hermann Ebbinghaus: a forgetting______【T1】______ Other researchers:______fades more slowly【T2】___
Forgetting I. Early researches Hermann Ebbinghaus: a forgetting______【T1】______ Other researchers:______fades more slowly【T2】___
admin
2016-10-21
36
问题
Forgetting
I. Early researches
Hermann Ebbinghaus: a forgetting______【T1】______
Other researchers:______fades more slowly【T2】______
II. Measuring forgetting and______in three ways:【T3】______
A. ______: remembering without external cues【T4】______
e.g.______questions【T5】______
B. recognition: identifying______using external cues【T6】______
e.g. true-or-false questions/multiple-choice questions
C______【T7】______
e.g. measuring the time saved for second time learning of the same list
III. for forgetting【T8】______
A. ineffective encoding — processing information______【T9】______
Thinking about the meaning of the concepts results in better
memory than just reading them.
B. ______— causing loss of information from sensory and【T10】______
short-term memory
C. interference — causing loss of______【T11】______
a. retroactive interference
making it easier to forget______【T12】______
b. ______interference【T13】______
D. retrieval failure — using wrong______【T14】______
E. motivated forgetting or psychogenic amnesia
repression: hiding______thoughts and feelings【T15】______
in the unconscious
F. physical injury or trauma
【T5】
In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s)you fill in is(are)both grammatically and semantically acceptable. You may use the blank sheet for note-taking.
You have THIRTY seconds to preview the gap-filling task.
(a thirty-second interval)
Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.
Forgetting
Good morning. If I ask you " Have you ever forgotten anything?" I guess the answer will mostly be "Yes." We all forget things. Today, we shall discuss how we measure forgetting and retention and why we forget things.
Memory researchers certainly haven’t forgotten Hermann Ebbinghaus, the first person to do scientific studies of forgetting, using himself as a subject. He spent a lot of time memorizing endless lists of nonsense syllables and then testing himself to see whether he remembered them. He found that he forgot most of what he learned during the first few hours after learning it. On that basis, he drew a forgetting curve which shows how quickly learned information is forgotten over time.
Later researchers have found that forgetting doesn’t always occur that quickly. Meaningful information fades more slowly than nonsense syllables. The rate at which people forget or retain information also depends on what method is used to measure forgetting and retention. Retention is the proportion of learned information that is retained or remembered — the flip side of forgetting.
Researchers measure forgetting and retention in three different ways: recall, recognition, and relearning.
Recall is remembering without any external cues. For example, essay questions test recall of knowledge because nothing on a blank sheet of paper will jog the memory.
Recognition is identifying learned information using external cues. For example, true-or-false questions and multiple-choice questions test recognition because the previously learned information is there on the page, along with other options. In general, recognition is easier than recall.
When using the relearning method to measure retention, a researcher might ask a subject to memorize a long grocery list. She might measure how long he has to practice before he remembers every item. Suppose it takes him ten minutes. On another day, she gives him the same list again and measures how much time he takes to relearn the list. Suppose he now learns it in five minutes. He has saved five minutes of learning time, or 50 percent of the original time it took him to learn it. His savings score of 50 percent indicates that he retained 50 percent of the information he learned the first time.
Then why do we forget? Researches suggest that there are all together six main reasons for forgetting.
First, ineffective encoding. The way information is encoded affects the ability to remember it. Processing information at a deeper level makes it harder to forget. If a student thinks about the meaning of the concepts in her textbook rather than just reading them, she’ll remember them better when the final exam comes around. If the information is not encoded properly — such as if the student simply skims over the textbook while paying more attention to the TV — it is more likely to be forgotten.
Secondly, decay. According to decay theory, memory fades with time. Decay explains the loss of memories from sensory and short-term memory. However, loss of long-term memories does not seem to depend on how much time has gone by since the information was learned. People might easily remember their first day in junior high school but completely forget what they learned in class last Tuesday.
Thirdly, interference. Interference theory has a better account of why people lose long-term memories. According to this theory, people forget information because of interference from other learned information. There are two types of interference: retroactive and proactive.
Retroactive interference happens when newly learned information makes people forget old information.
Proactive interference happens when old information makes people forget newly learned information.
Fourthly, retrieval failure. Forgetting may also result from failure to retrieve information in memory, such as if the wrong sort of retrieval cue is used. For example, Dan may not be able to remember the name of his fifth-grade teacher. However, the teacher’s name might suddenly pop into Dan’s head if he visits his old grade school and sees his fifth-grade classroom. The classroom would then be acting as a context cue for retrieving the memory of his teacher’s name.
Fifthly, motivated forgetting. Psychologist Sigmund Freud proposed that people forget because they push unpleasant or intolerable thoughts and feelings deep into their unconscious. He called this phenomenon repression. The idea that people forget things they don’t want to remember is also called motivated forgetting or psychogenic amnesia.
Sixthly, physical injury or trauma. Anterograde amnesia is the inability to remember events that occur after an injury or traumatic event. Retrograde amnesia is the inability to remember events that occurred before an injury or traumatic event.
In spite of all these reasons for forgetting, people can still remember a vast amount of information. In addition, memory can be enhanced in a variety of ways, including rehearsal, overlearning, distributed practice, minimizing interference, deep processing, organizing information, mnemonic devices, and visual imagery. We are going to deal with those methods in our next lecture. Thank you for your time.
选项
答案
essay
解析
转载请注明原文地址:https://kaotiyun.com/show/7k7O777K
0
专业英语八级
相关试题推荐
WhointroducedtheHeroicCoupletintoEnglishliterature?
Thesentence"Closeyourbookandlistentomecarefully!"performsa(n)______function.
TheRomanticPeriodofAmericanliteraturestartedwiththepublicationofWashingtonIrving’s______andendedwithWhitman’sLea
______attemptstoapplyscientificprinciplesofobjectivityanddetachmenttoitsstudyofhumanbeingsandliterature.
______isthefirstAmericanblackwriterwhowinsNobelPrizeofLiterature.
Humansareforeverforgettingthattheycan’tcontrolnature.Exactlytwentyyearsago,theTimemagazinecoverstoryannounced【
英语中有“像猫头鹰一样聪明”这样的说法,表明讲英语的人把猫头鹰当作智慧的象征。在儿童读物和漫画中,猫头鹰通常很严肃、很有头脑。禽兽间的争端要猫头鹰来裁判,紧急关头找猫头鹰求教。有时人们认为猫头鹰不实际,有点蠢,但基本上是智慧的象征。然而,中国人对猫头鹰的看
Inthelongest-termstudyofitskind,researcherspittedtwopopulardietsheadtohead—alow-fatAmericanHeartAssociation
他饮他的花酒,我喝我的清茶。人生,需要一种境界:自我安定。面对别人的成功和荣耀,我喝我的清茶。我明白那掌声已有所属,匆匆忙忙赶过去,不会有成功等着你。还是自己再创业绩吧,跟着别人永远只能摸着成功的尾巴。凡事不逃避,我喝我的清茶,荷花居污泥而不染,
书是我的恩师。贫穷剥夺了我童年的幸福,把我关在学校大门的外面,是书本敞开它宽厚的胸脯,接纳了我,给我以慷慨的哺育。没有书,就没有我的今天。——也许我早就委身于沟壑。书是我的良友。它给我一把金钥匙,诱导我打开浅短的视界、愚昧的头脑、闭塞的心灵,它从不吝惜对我
随机试题
建设部《建筑业企业资质管理规定实施意见》明确《建筑业企业资质等级标准》中涉及水利方面的资质不包括()。
现代社会需要充分发挥每个人的主体性和创造性。因此美术课程特别重视对学生_______和_______的培养。[江苏2020]
下列叙述中哪项与异烟肼不符
对搭接、T型、套接、舌形与槽形接头形式均适用的焊接方法为()。
目前我国绝大部分个人投资者进行股票投资的主要目的是获得股利。()
以公允价值计量且其变动计入当期损益的金融资产,应当按照取得时的公允价值作为初始确认金额,相关交易赞用在发生时计入当期损益。()
学生走进教室时,黄老师正在准备演示实验。在教室的前面有一块金属板,正在加热一个铝制的罐头盒,热金属板的旁边有一盆冰水。上课铃响了,学生们还在说话,这时候黄老师用钳子夹起罐头盒将其倒置于冰水中。突然“砰”的一声巨响,盒子在冰水中冒出大量烟雾,学生们停止了讲话
我国政府采购的原则主要有()。
设循环队列为Q(1:m),初始状态为front=rear=m。现经过一系列的入队与退队运算后,front=rear=1,则该循环队列中的元素个数为
设x=4,y=8,z=7,则以下表达式的运算结果是()。xz)Orz
最新回复
(
0
)