文勇的新托福黄金&ccedil

All polynesians

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: to be worth remembering在 Paragraph 3: Three other explanations seem more promising 在 0ne involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood 在And this part of the brain 216 Mail@liuwenyong.com 在在在在在在 www.liuwenyong.com 在在在在在在在在在在在在在在在,在在在在在在在在在在 may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants’ and toddlers' long­term memory have involved their repeating motor activities that they had seen or done earlier在such as reaching in the dark for objects, putting a bottle in a doll’s mouth, or pulling apart two pieces of a toy. The brain’s level of physiological maturation may support these types of memories 在 but not ones requiring explicit verbal descriptions. 5. What does paragraph 3 suggest about long­term memory in children? ○Maturation of the frontal lobes of the brain is important for the long­term memory of motor activities but not verbal descriptions在 ○Young children may form long­term memories of actions they see earlier than of things they hear or are told 在 ○Young children have better long­term recall of short verbal exchanges than of long ones 在 ○Children’s long­term recall of motor activities increases when such activities are accompanied by explicit verbal descriptions Paragraph 4: A second explanation involves the influence of the social world on children’s language use 在Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood在Through hearing stories with a clear beginning在middle, and ending children may learn to extract the gist of events in ways that they will be able to describe many years later. Consistent with this view parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long­lasting verbalizable memories. 6.According to paragraph 4在what role may storytelling play in forming childhood memories? ○It may encourage the physiological maturing of the brain ○It may help preschool children tell the difference between ordinary and unusual memories 在 ○It may help preschool children retrieve memories quickly在 ○It may provide an ordered structure that facilitates memory retrieval Paragraph 5: A third likely explanation for infantile amnesia involves incompatibilities between the ways In which infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the person is to reconstruct the perspective fro...
View Full Document

This note was uploaded on 09/17/2013 for the course LANGUAGE 13DL208 taught by Professor Wang during the Fall '13 term at East China Normal University.

Ask a homework question - tutors are online