[托福]托福阅读图表总结题

[托福]托福阅读图表总结题内容摘要：

a dinosaur in the Cambrian. 史密斯不仅可以通过岩石中包含的化石来识别地层，而且可以看出他们显露出来的模式：一些特定的化石往往出现在更为久远的沉积物当中，而其他的化石则可以在距今年代较近的地层中发现。 通过追踪化石，史密斯将英国范围内所有的地层进行了彼此出现时间的排序。 同时，乔治居维叶在研究巴黎周围的岩石时也作出了同样的发现。 很快人们就开始认识到，这种动物 物种的延续性是符合逻辑的，不仅仅是在英国、法国，而实际上在全世界范围都是适用的。 事实上，这一原则同样适用于证实植物的延续性，因为植物和动物一样，它们的化石也显示了时间的推移。 人类有可能在侏罗纪时期的地层中发现寒世纪或者三亿年后的石灰岩，但绝不可能在侏罗纪时期地层中发现三叶虫化石（三叶虫是寒世纪非常普遍的水生节肢动物），也不可能发现寒世纪时期的恐龙化石。 14. William Smith‘s contributions to geology have increased our knowledge of the Each‘s history． ● ● ● Answer Choices 1. Smith found success easily in his profession because he came from a family of geologists and surveyors. 2. Smith‘s work on canals allowed him to collect fossils and study rock layers all over England. 3. Smith found that fossils are much more reliable indicators of geological time than rock strata are． 4. Smith was named ―the father of English geology‖ for his maps rather than for his other contributions to the field. 5. Smith and Cuvier discovered that fossil patterns are easier to observe in ancient rock strata than in younger rock strata. 6. The discovery of the principle of faunal succession allowed geologists to establish the relative age of Earth‘s rock layers. Infantile Amnesia What do you remember about your life before you were three? Few people can remember anything that happened to them in their early years. Adults39。 memories of the next few years also tend to be scanty. Most people remember only a few eventsusually ones that were meaningful and distinctive， such as being hospitalized or a sibling‘s birth. 婴幼儿健忘症 三岁前生活中发生事情你还记得多少。 很少有人能记得婴幼儿时期曾经发生在他们身上的事情。 成年人对三岁之后那几年的记忆也很稀疏。 大部分人只记得那些很少的特殊的事情，比如住院或者弟弟妹妹的出生。 How might this inability to recall early experiences be explained? The sheer passage of time does not account for it。 adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanationthat infants do not form enduring memories at this point in developmentalso is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds 5 remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repression or holding back of sexually charged episodes explain the phenomenon． While such repression may occur， people cannot remember ordinary events from the infant and toddler periods either． 人们无法回忆起幼年事情的现象该如何解释呢。 恐怕时间的流逝无法阐述清楚，成年人对 35 年前的高中同学照片仍可进行清楚地辨认。 一种看似合理的解释认为，婴儿时期，孩子正在发展对发生的事情尚未形成永久性记忆，这种说法并不 准确。 两岁半到三岁的孩子能够记得他们一岁时候的事情，比他们大 11 个月的孩子也记得一年前的事情。 那些假设婴幼儿健忘症反映了孩子们对充满性欲的插曲的压制和隐藏，同样也解释不通。 这种压制发生的时候，人们连孩提时代最普通的事情都是无法回忆起来的。 Three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes 大脑前叶 of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants‘ and toddlers39。 longterm memory have involved their repeating motor activities that they had seen or done earlier， 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， but not ones requiring explicit verbal descriptions. 除此之 外的三种解释似乎更具说服力。 一种观点认涉及记忆相关的生理变化。 孩子们早期的童年时代中，脑前叶不断地成熟，它对记忆发生的特殊事件以及之后对这些事情的回想起着至关重要的作用。 婴幼儿长期记忆的形成，还会涉及到他们之前早期看到的或者自身经历的活动的重复，比如：到黑暗的环境里取东西，把瓶子塞到了洋娃娃的嘴里，或者将玩具撕成两半等。 除了那些需要清晰语言描述的事件之外，大脑生理成熟的程度足以帮助他们记得这些特殊事件。 A second explanation involves the influence of the social world on children‘s language use． Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood． Through hearing stories with a clear beginning， 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. 第二种观点与社会环境对孩子运用语言的影响有关。 听故事和讲故事将有助于储存信息，直到他们的童年和成年。 听故事的时候有个清晰的开头、情节和结尾会帮助孩子们提取事件的要点，并且使他们在过了很多年以后仍然可以描述这些事情。 越来越多的家长们会在孩子三岁左右的时候和他们讨论过去发生的事情，这也与该理论一致。 然而，仅仅听这些故事还是不足以帮他们形成永久的记忆。 给两岁的孩子讲故事，并不能使他们形成语言化的记忆。 A third likely explanation for infantile amnesia involves inpatibilities 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 from which the material was encoded, the more likely that recall will be successful. 第三种可能的解释认为婴幼儿健忘症与婴儿储存信息的方式和成年后进行回忆的方式不相容有关。 人们是否能够回忆起一件事情的关键在于这两种方式的匹配程度。 两种方式越匹配，越有助于人们成功回忆之前发生的事情。 This view is supported by a variety of factors that can create mismatches between very young children39。 s encoding and older children39。 s and adults39。 retrieval efforts. The world looks very different to a person whose head is only two or three feet above the ground than to one whose head is five or six feet above it, 0lder children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally． General knowledge of categories of events such as a birthday party or a visit to the doctor39。 s office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures． 事实上，。