Question 3Jason asked his students whether they prefer large classes or small classes. The vast majority of students said they preferred small classes. He then asked them to design an experiment to find out whether there is a difference in learning outcomes between the two class sizes. After the students designed an experiment, Jason showed them the results from hundreds of experiments that have been done—which are nearly identical to the one they designed—showing no difference between large and small classes in terms of overall student performance. Jason then asked his students whether they'd sign up for a large or a small class tomorrow if they were given the option. How did they respond?Jason 问他的学生他们选大课堂还是小课堂。大部分学生选择了小课堂。于是他让学生们设计一个实验，看看在这两种课堂学习的效果的到底有没有区别。学生们设计完了之后Jason给他们展示了几百个已经得出的实验结果— 这些实验跟学生们设计的几乎完全一致— 这几百个结果显示，根据学生的表现来看，大课堂和小课堂之间并无区别. Jason又问他的学生，可以选择的话，他们选大课堂还是小课堂.学生们怎么回答的？
A. They were suspicious of the evidence and demanded to read the papers firsthand.他们对（支持上述结果的）证据十分怀疑，要求看第一手资料.
B. The students accepted the new evidence and said that it didn't matter which class they took.他们接受了这个新证据，说哪种课堂都可以.
C. Nearly everyone rejected their prior opinion and said that they would take the large class instead of the small class.几乎所有人都改变了先前的选择，他们要选大课堂而不是小课堂.
D. The students expended considerable cognitive effort to reconcile the new evidence with their previous experience and personal theories, and accepted the new evidence in the end.学生们十分努力地用自己的认知去和自己先前的经验理论相协调,最终接受了这个新证据.
E. Almost everybody said that they would take the small class despite the evidence that there was virtually no effect of class size on learning outcomes.几乎所有人都说，即使证据显示在两种课堂学习的结果没有实质区别，他们还是会选择小课堂.
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Question 10Michel Brenner said that science allows you to generalise. What did he mean by that?说科学让我们发现一般规律。这句话是什么意思？
A. You have to do an experiment to find a good answer to a particular question.正确回答一个问题需要实验依据。
B. Having models or theories for how the world works don’t really help you simulate an answer to a particular question—you have to conduct an experiment. 即使知道一些关于世界运作规律的模式或理论，也不能帮助你回答具体的某个问题，你需要做实验。
C. Giving a concrete context for learning what science really is.给了我们一个具体的情景来了解科学的真相。
D. You can take answers from one circumstance and apply them to another. 你可以将一种情况下得到的结论运用于其他情况。
E. Part of science is learning to question everything. 科学从某种程度上来说就是要质疑一切。
Question 5问题5The research by Elizabeth Loftus on false memories demonstrated that:Elizabeth Loftus对错误记忆的研究表明：
A. true memories persist for longer than false memories.真实记忆比错误记忆持续的时间更长。
B. memories for the details of events can be transformed or distorted with misinformation.事件的某些细节的记忆可以被错误的信息篡改。
C. confidence or emotion are good indicators that a memory is accurate.自信或者情感能很好地证明自己的记忆是正确的。
D. false memories are more likely among uneducated people.没受过教育的人更有可能构建出错误的记忆。
E. false memories can be easily distinguished from real memories by using brain scans.使用脑部扫描后的图像可以很容易地区分错误的记忆和正确的记忆。
Question 7Bob Bjork described a set of manipulations that are collectively called "desirable difficulties." Which one of the following does not belong in this set?Bob Bjork描述了统称为“desirable difficulties（适当的挑战/困难）”的一系列操作。以下哪项不在其列？
A. Generating target material through a puzzle or other kind of active process.通过解谜题或者是其他活动进程来形成目标资料。
B. Varying the settings in which learning takes place. 变换学习环境。
C. Making the learning material less clearly organized. 使学习资料组织不明确。
D. Spacing learning sessions apart.分离间隔学习的内容。
E. Providing feedback that is incorrect. 提供错误反馈。
Question 4Matthew McGlone and Jessica Tofighbakhsh demonstrated that people judged aphorisms that rhymed (e.g., "Woes unite foes" or "A fault confessed is half redressed") as more insightful than aphorisms that did not rhyme (e.g., "Woes unite enemies" or "A fault admitted is half redressed"). What process did we discuss in Episode 5 that can explain this result?Matthew McGlone和Jessica Tofighbakhsh证明人们认为押韵的格言（如“Woes unite foes”（灾难使敌人团结）和 "A fault confessed is half redressed"（浪子回头金不换））比不押韵的格言（如 “ Woes unite enemies”或者"A fault admitted is half redressed"）更深刻。我们在第五章讨论过的做法中哪一个可以解释这个结果？
A. spacing 间隔（将学习次数间隔开来，学习某内容时过段时间再学第二遍）
B. interleaving 交错（将学习内容错开）
C. entropy 熵（听讲解时理解容易，但弄明白难）
D. retrieval 检索（合上书回忆所学内容）
E. fluency 流畅性（将知识爆炸性输入而不是选择性地吸收）
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