[00:00.00]Unit 4
[00:01.54]第四单元
[00:03.08]Improving Your Memory
[00:05.05]增强你的记忆力
[00:07.03]Psychological research has focused on a number of basic principles
[00:10.75]心理学研究集中在一些怎样帮助记忆的
[00:14.47]that help memory:
[00:16.46]一些基本原则上，
[00:18.44]meaningfulness, organization, association,and visualization.
[00:22.77]如意义、组织、联想和形象化。
[00:27.09] It is useful to know how these principles work.
[00:30.17]知道这些原则怎样起作用是很有用的。
[00:33.25]Meaningfulness affects memory at all levels.
[00:36.35]意义影响到各个层次上的记忆。
[00:39.44]Information that does not make any sense to you is difficult to remember.
[00:43.57]对你没有意义的信息是很难记住的。
[00:47.70]There are several ways in which we can make material more meaningful.
[00:51.03]有几种方法可以使要记的材料更有意义。
[00:54.36]Many people, for instance, learn a rhyme to help them remember.
[00:57.69]比如说，许多人通过学押韵的小诗来记东西。
[01:01.02]Do you know the rhyme
[01:02.85]你知道有一首押韵
[01:04.68]"Thirty days has September, April, June, and November..."?
[01:07.71]说:"九,六,十一还有四,每月天数整三十....."吗?
[01:10.74]It helps many people remember which months of the year have 30 days.
[01:14.37]这首小诗帮助许多人记住了一年中哪 几个月有30天。
[01:18.00]Organization also makes a differenoe in our ability to remember.
[01:21.49]组织也对我们 记忆能力有一定的影响。
[01:24.98]How useful would a library be if the books were kept in random order?
[01:28.61]如果某个图书馆里的书都是乱七八糟地摆放着，这人图书馆会有什么用呢？
[01:32.24]Material that is organized is better remembered than jumbled information.
[01:36.12]有组织的材料要比一堆杂乱的信息好记。
[01:40.00]One example of organization is chunking.
[01:42.67]组块就是一个例子。
[01:45.35]Chunking consists of grouping separate bits of information.
[01:48.93]组块是把那些一点一点的分散的信息分组。
[01:52.51]For example, the number 4671363
[01:56.38]例如，4671363这个数
[02:00.24]is more easily remembered if it is chunked as 467,13,63.
[02:05.41]如果能分成467、13和63三块，就更容易记。
[02:10.59]Categorizing is another means of organization.
[02:13.55]分类是另一种组织方法。
[02:16.52]Suppose you are asked to remember the following list of words:
[02:19.74]假设要求你记住下列生词：
[02:22.97]man, bench, dog, desk, woman, horse, child, cat, chair.
[02:29.20]男人、凳子、狗、书桌、女人、马、小孩、猫、椅子。
[02:35.43]Many people will group the words into similar categories
[02:38.97]很多人把这些词分成相近的类别，
[02:42.51] and remember them as follows:
[02:44.64]以下列方式记忆它们：
[02:46.77]man,woman,child;cat,dog,horse;bench,chair,desk.
[02:51.00]男人、女人、小孩；猫、狗、马；凳子、椅子、书桌。
[02:55.23]Needless to say,
[02:57.20]无庸多言，
[02:59.17]the second list can be remembered more easily than the first one.
[03:02.15]第二种记表比第一种更好记。
[03:05.13]Association refers to taking the material we want to remember
[03:08.81]联想指的是把我们要记忆的材料
[03:12.50]and relating it to something we remember accurately.
[03:15.38]同我们已经准确记得的东西联系起来。
[03:18.27]In memorizing a number,
[03:20.49]你记某个数字的时候
[03:22.71]you might try to associate it with familiar numbers or events.
[03:26.20]可以设法把它同你熟悉的数字或事件联系起来。
[03:29.68]For example,the height of Mount Fuji in Japan--12,389 feet --
[03:34.56]例如日本富士山的高度是12389英尺，
[03:39.43]might be remembered using the following associations:
[03:42.76]可以用下面的联想法记忆它们：
[03:46.09]12 is the number of months in the year,
[03:49.03]12是一年中的月数，
[03:51.97]and 389 is the number of days in a year (365)
[03:56.94]389是一年中天数（365）
[04:01.92]added to the number of months twice (24).
[04:05.00]加上两倍的月数（24）。
[04:08.08]The last principle is visualization.
[04:11.06]最后一条原则是形象化。
[04:14.04]Research has shown striking improvements in many types of memory tasks
[04:18.06]研究表明，如果要求人们把要记忆的东西形象化，
[04:22.09]when people are asked to visualize the items to be remembered.
[04:25.51]很多种记忆任务的完成都能有显著的进步。
[04:28.93]In one study,
[04:30.76]在有一项研究中，
[04:32.59]subjects in one group were asked to learn some words using imagery,
[04:36.27]一组实验对象被要求利用想象学习一些生词，
[04:39.95]while the second group used repetition to learn the words.
[04:43.28]另一组则通过多次重复去学习这些生词。
[04:46.62]Those using imagery remembered BO to 90 percent of the words,
[04:50.59]利用想象记忆生词的人记住了80%—90%的生词，
[04:54.56]compared with 30 to 40 percent of the words for those who memorized by repetition.
[04:59.09]相比之下，用重复法记忆生词的人只记住了30%—40%。
[05:03.62]Thus forming an integrated image
[05:06.42]由此看出，
[05:09.21]with all the information placed in a single mental picture
[05:12.48]将全部信息放置在单个心理画面中，从而形成一个整体形象，
[05:15.74] can help us to preserve a memory.
[05:18.32]可以帮助我们保存记忆。

[05:20.89]Text B
[05:22.63]第二单元 课文B
[05:24.36]Short-term Memory
[05:26.13]短时记忆
[05:27.89]There are two kinds of memory: shoat-term and long-term.
[05:31.42]记忆有两种：短时记忆和长时记忆。
[05:34.94]Information in long-term memory
[05:36.93]存储于长时记忆中的信息
[05:38.91]can be recalled at a later time when it is needed.
[05:41.29]能够在以后的需要时回忆起来。
[05:43.67]The information may be kept for days or weeks.
[05:46.54]这种信息可以保存几天或几个星期不忘。
[05:49.41]Sometimes information in the long-term memory is hard to remember.
[05:52.95]长时记忆的信息有时难以记住。
[05:56.49]Students taking exams often have this experience.
[05:59.42]参加考试的学生经常有这种体验。
[06:02.34]In contrast,
[06:04.32]与此相反，
[06:06.29]information in shoat-term memory is kept for only a few seconds,
[06:09.41]短时记忆中的信息通常是通过反复重复该信息记住的，
[06:12.53]usually by repeating the information over and over.
[06:15.26]只能保存几秒钟。
[06:17.99]For example, you look up a number in the telephone book,
[06:21.02]比如你在电话簿上查某个电话号码。
[06:24.05]and be{ore you dial, you repeat the number over and over.
[06:27.19]在你拨这个号码之前，你先重复它几遍。
[06:30.32]If someone interrupts you, you will probably forget the number.
[06:33.74]如果有人这时打扰了你，你很可能就把这个号码忘了。
[06:37.17]In laboratory studies,
[06:39.35]实验室中的研究发现，
[06:41.53]subjects are unable to remember three letters after eighteen seconds
[06:44.56]如果不让实验对象自我重复三个字母，那么18秒之后，
[06:47.59]if they are not allowed to repeat the letters to themselves.
[06:50.48]实验对象就记不住就三个字母了。
[06:53.36]Psychologists study memory and learning with both animal and human subjects.
[06:56.94]心理学家用动物和人作为实验对象研究记忆和学习。
[07:00.52]The two experiments here show how short-term memory has been studied.
[07:04.20]这儿的两个实验说明短时记忆是怎样研究的。
[07:07.89]Dr. Hunter studied short-term memory in rats.
[07:10.41]亨特博士研究了老鼠的短时记忆。
[07:12.93]He used a sperial apparatus which had a cage for the rat and three doors.
[07:16.31]他用了一个专门设备，设备里有一个装老鼠的笼子，并有三个门。
[07:19.69]There was a light in each door.
[07:21.87]每个门那里都有一盏灯。
[07:24.06] First the rat was placed in the closed cage.
[07:27.09]先把老鼠放进关闭的笼子里。
[07:30.12]Next, one of the lights was turned on and then off.
[07:33.69]然后打开其中一盏灯，接着再把这 个灯关上。
[07:37.27]There was food for the rat only at this door.
[07:40.00]只有在这个门处才给老鼠放上食物。
[07:42.73]After the light was turned off,
[07:45.06]这个灯关掉之后，
[07:47.38]the rat had to wait a short time before it was released from its cage.
[07:51.01]要让老鼠等一会儿才把它从笼子里放出去。
[07:54.64]Then, if it went to the correct door,
[07:57.58]要让老鼠等一会儿才把它从笼子里放出去。
[08:00.52]it was rewarded with the food that was there.
[08:03.00]如果老鼠走对了门，它就可以得到放在那里的食物作为奖励。
[08:05.49]Hunter did this experiment many times.
[08:08.27]这个实验亨特做了多次。
[08:11.05]He always turned on the lights in a random order.
[08:13.88]他每次开灯并不按顺序，而是随机地。
[08:16.72]The rat had to wait different intervals
[08:18.99]老鼠在被从笼子里放出去之前
[08:21.26]before it was released from the cage.
[08:23.44]需要等的时间长短不一样。
[08:25.63]Hunter found that if the rat had to wait more than ten seconds,
[08:29.01]亨特发现，如果老鼠等的时间超过了十秒钟，
[08:32.39]it could not remember the correct door.
[08:34.52]它就记不得哪是正确的。
[08:36.65]Hunter's results show that rats have a short-term memory of about ten seconds.
[08:40.37]亨特的研究结果表明，老鼠短时记忆在十秒上下。
[08:44.09]Later,Dr.Henning studied how students who are learning English as a second language
[08:47.63]后来，汉宁博士研究把英语作为第二语言来学的学生
[08:51.17]remember vocabulary.
[08:53.20]怎样记单词
[08:55.22]The subjects in his experiment
[08:57.00]后来，汉宁博士研究把英语作为第二语言来学的学生怎样记单词。
[08:58.78]were 75 students at the University of California in Los Angeles.
[09:02.16]他的实验对象是加里福尼亚大学洛杉矶分校的75名学生。
[09:05.54]They represented all levels of ability in English:beginning,
[09:08.56]他们代表了各个英语能力水平的学习：从初级、
[09:11.58]intermediate, advanced, and native-speaking students.
[09:14.96]中级、高级到本族水平。
[09:18.34]To begin, the subjects listened to a recording of a native speaker
[09:21.82]开始时，实验对象们听一段
[09:25.29] reading a paragraph in English.
[09:27.27]说本族语的人读一段录音。
[09:29.26]Following the recording, the subjects took a 15-question test
[09:32.94]听完录音之后，他们参加了一个由15个题目组成的测试，
[09:36.63] to see which words they remembered.
[09:38.66]看看他们记住了哪些单词。
[09:40.70]Each question had four choices.
[09:43.27]每个问题都有四个选择项。
[09:45.85]The subjects had to circle the word they had heard in the recording.
[09:48.53]实验对象们应圈出他们在录音中听到的单词。
[09:51.20]Some of the questions had four choices that sound alike.
[09:54.18]有些问题的四个选择项
[09:57.16]For example,weather,whether,wither,
[10:00.88]如weather、 whether 、wither
[10:04.60]and wetter are four words that sound alike.
[10:07.49]wetter的读音很相似，
[10:10.38]Some of the questions had four choices that have the same meaning.
[10:12.81]另有些问题的四个选择项词义一样，
[10:15.24]Method, way, manner,and system would be four words with the same meaning.
[10:19.77]如method way manner system。
[10:24.30]Some of them had four Unrelated choices.
[10:26.82]还有些问题，它们的选择项彼此之间没有关系，
[10:29.34]For instance,weather,method,love,
[10:32.53]例如 weather method love result
[10:35.72]and result could be used as four unrelated words.
[10:38.68]这四个词便是如此。
[10:41.65]Finally the subjects took a language proficiency test.
[10:44.73]最后，这些实验对象们参加一次语言水平测试。
[10:47.81]Henning found that students with a lower proficiency in English
[10:50.93]汉宁发现，英语水平低的学生
[10:54.05]made more of their mistakes on words that sound alike;
[10:56.64]读音相似的词记错更多；
[10:59.23]students with a higher proficiency
[11:01.71]英语水平高的学生
[11:04.19]made more of their mistakes on words that have the same meaning.
[11:07.27]词义相同的词记错更多。
[11:10.35]Helming's results suggest that beginning students
[11:13.03]汉宁的实验结果表明，
[11:15.71]hold the sound of words in their short-term memory,
[11:18.23]初级英语水平的学生在他们的短时记忆中保存了词的声音，
[11:20.75]while advanced students hold the meaning of words in their short-term memory.
[11:24.43]而高级英语水平的学生则在他们的短时记忆中保、存了词的意义。