题目内容
What"s your earliest childhood memory Can you remember learning to walk Or talk The first time you heard thunder or watched a television program Adults seldom (1)_____ events much earlier than the year or so before entering school, (2)_____ children younger than three or four (3)_____ retain any specific, personal experiences. A variety of explanations have been (4)_____ by psychologists for this "childhood amnesia". One argues that the hippo-campus; the region of the brain which is (5)_____ for forming memories, does not mature until about the age of two. But the most popular theory (6)_____ that, since adults don"t think like children, they cannot (7)_____ childhood memories. Adults think in words, and their life memories are like stories or (8)_____ one event follows (9)_____ as in a novel or film. But when they search through their mental (10)_____ for early childhood memories to add to this verbal life story, they don"t find any that fit the (11)_____. It"s like trying to find a Chinese word in an English dictionary. Now psychologist Annette Simms of the New York State University offers a new (12)_____ for childhood amnesia. She argues that there simply aren"t any early childhood memories to (13)_____. According to Dr. Simms, children need to learn to use someone else"s spoken description of their personal (14)_____ in order to turn their own short-term, quickly forgotten (15)_____ of them into long-term memories. In other (16)_____, children have to talk about their experiences and hear others talk about (17)_____—Mother talking about the afternoon (18)_____ looking for seashells at the beach or Dad asking them about their day at Ocean Park. Without this (19)_____ reinforcement, says Dr. Simms, children cannot form (20)_____ memories of their personal experiences.Notes: childhood amnesia 儿童失忆症。
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血脑屏障的作用是______
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The standardized educational or psychological tests that are widely used to aid in selecting, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user. All informed predictions of future performance are based upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error. Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity, and upon such factors as cost and availability. In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined (for example, ability to do well in a particular course of training program) and least effectively when what is to be measured or predicted cannot be well defined (for example, personality or creativity). Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. For example, they don"t compensate for gross social inequality, and thus don"t tell how able an underprivileged younger might have been had he grown up under more favorable circumstances.Notes: divert attention from 没有注意到。keep careful score 仔细记分。define vt.界定。 The selection implies that, more often, the value of an educational test rests with _____.
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