Thatexperiencesinfluencesubsequentbehaviourisevidenceofanobviousbutneverthelessremarkableactivitycalledremembering. Learningcouldnotoccurwithoutthefunctionpopularlynamedmemory. Constantpracticehassuchaseffectonmemoryastoleadtoskilfulperformanceonthepiano, torecitationofapoem, andeventoreadingandunderstandingthesewords. So-calledintelligentbehaviourdemandsmemory, rememberingbeingaprimaryrequirementforreasoning. Theabilitytosolveanyproblemoreventorecognizethataproblemexistsdependsonmemory. Typically, thedecisiontocrossastreetisbasedonrememberingmanyearlierexperiences.
Practice (orreview) tendstobuildandmaintainmemoryforataskorforanylearnedmaterial. Overaperiodofnopracticewhathasbeenlearnedtendstobeforgotten; andtheadaptiveconsequencesmaynotseemobvious. Yet, dramaticinstancesofsuddenforgettingcanbeseentobeadaptive. Inthissense, theabilitytoforgetcanbeinterpretedtohavesurvivedthroughaprocessofnaturalselectioninanimals. Indeed, whenone'smemoryofanemotionallypainfulexperienceleadtoseriousanxiety, forgettingmayproducerelief. Nevertheless, anevolutionaryinterpretationmightmakeitdifficulttounderstandhowthecommonlygradualprocessofforgettingsurvivednaturalselection.
Inthinkingabouttheevolutionofmemorytogetherwithallitspossibleaspects, itishelpfultoconsiderwhatwouldhappenifmemoriesfailedtofade. Forgettingclearlyaidsorientationintime, sinceoldmemoriesweakenandthenewtendtostandout, providingcluesforinferringduration. Withoutforgetting, adaptiveabilitywouldsuffer, forexample, learnedbehaviourthatmighthavebeencorrectadecadeagomaynolongerbe. Casesarerecordedofpeoplewho (byordinarystandards) forgotsolittlethattheireverydayactivitieswerefullofconfusion. Thisforgettingseemstoservethatsurvivaloftheindividualandthespecies.
Anotherlineofthoughtassumesamemorystoragesystemoflimitedcapacitythatprovidesadaptiveflexibilityspecificallythroughforgetting. Inthisview, continualadjustmentsaremadebetweenlearningormemorystorage (input) andforgetting (output). Indeed, thereisevidencethattherateatwhichindividualsforgetisdirectlyrelatedtohowmuchtheyhavelearned. Suchdataoffersgrosssupportofcontemporarymodelsofmemorythatassumeaninput-outputbalance.
67. Fromtheevolutionarypointofview, ________.
[A] forgettingforlackofpracticetendstobeobviouslyinadaptive
[B] ifapersongetsveryforgetfulallofasuddenhemustbeveryadaptive
[C] thegradualprocessofforgettingisanindicationofanindividual'sadaptability
[D] suddenforgettingmaybringaboutadaptiveconsequences
68. Accordingtothepassage, ifapersonneverforgets, ________.
[A] hewouldsurvivebest
[B] hewouldhavealotoftrouble
[C] hisabilitytolearnwouldbeenhanced
[D] theevolutionofmemorywouldstop
69. Fromthelastparagraphweknowthat ________.
[A] forgetfulnessisaresponsetolearning
[B] thememorystoragesystemisanexactlybalancedinput-outputsystem
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