【威学教育王鑫整理出品】托福TPO6-3阅读文本
读大学究竟读什么-于丹论语感悟
威学教育|专注雅思、托福等出国考试培训 网址：
【王鑫托福阅读】托福TPO6-3阅读文本
TPO6
TPO6-3 Infantile Amnesia
B. repetition
C. occurrence
D. idea
1. What purpose
does paragraph 2 serve in the larger discussion of
children ’
s inability to recall early
experiences?
A. To argue that theories that
are not substantiated by evidence should
generally be considered unreliable
B. To
argue that the hypotheses mentioned in paragraph 2
have been more
thoroughly researched than have
the theories mentioned later in the passage
C. To explain why some theories about infantile
amnesia are wrong before
presenting ones more
likely to be true
D. To explain why
infantile amnesia is of great interest to
researchers
2. The word “plausible” in the
passage is closest in meaning to
A. flexible
B. believable
C. debatable
D.
predictable
威学教育|专注雅思、托福等出国考试培训 网址：
3.
The word “phenomenon” in the passage is closest in
meaning to
ion
What do you remember
about your life before you were three? Few people
can remember anything that happened to them in
their early years. Adults'
memories of the
next few years also tend to be scanty. Most people
remember
only a few events—usually ones that
were meaningful and distinctive, such
as being
hospitalized or a sibling's birth.
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 explanation—that
infants do not form
enduring memories at this
point in development—also is incorrect. Children
two and a half to three years old remember
experiences that occurred in their
first year,
and eleven month olds 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.
4. All of the
following theories about the inability to recall
early
experiences are rejected in paragraph 2
EXCEPT:
A. The ability to recall an event
decreases as the time after the event
increases.
B. Young children are not
capable of forming memories that last for more
than a short time.
C. People may hold
back sexually meaningful memories.
D. Most
events in childhood are too ordinary to be worth
remembering.
5. What does paragraph 3
suggest about long-term memory in children?
A. Maturation of the frontal lobes of the brain is
important for the long-term
memory of motor
activities but not verbal descriptions.
威学教育|专注雅思、托福等出国考试培训 网址：
B. Young children may form long-term
memories of actions they see earlier
than of
things they hear or are told.
C. Young
children have better long-term recall of short
verbal exchanges
than of long ones.
D.
Children ’ s long-term recall of motor activities
increases when such
activities are accompanied
by explicit verbal descriptions.
6.
According to paragraph 4, what role may
storytelling play in forming
childhood
memories?
A. It may encourage the
physiological maturing of the brain.
B. It
may help preschool children tell the difference
between ordinary
and unusual memories.
C. It may help preschool children retrieve
memories quickly.
D. It may provide an
ordered structure that facilitates memory
retrieval.
Three other explanations seem
more promising. One involves physiological
changes relevant to memory. Maturation of the
frontal lobes 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
toddlers' long-term 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.
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
威学教育|专注雅思、托福等出国考试培训 网址：
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 long-
lasting verbalizable memories.
7. The word
“critically” in the passage is closest in meaning
to
A. fundamentally
B. partially
C. consistently
D. subsequently
8. The
word “perspective” in the passage is closest in
meaning to
A. system
B. theory
C. source
D. viewpoint
9. The phrase
“This view” in the passage refers to the belief
that
A. the ability to retrieve a memory
partly depends on the similarity between
the
encoding and retrieving process
B. the
process of encoding information is less complex
for adults than
it is for young adults and
infants
C. infants and older children are
equally dependent on discussion of past
events
for the retrieval of information
D. infants
encode information in the same way older children
and adults
do
威学教育|专注雅思、托福等出国考试培训 网址：
10.
According to paragraphs 5 and 6, one disadvantage
very young children
face in processing
information is that they cannot
A. B.
organize experiences according to type
C.
block out interruptions
D. interpret the
tone of adult language
process a lot of
information at one time
A third likely
explanation for infantile amnesia involves incom p
a tibil
ities bet ween t he 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.
This view is supported
by a variety of factors that can create mismatches
between very young children's encoding and
older children's and adults'
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. Older 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 doctor's office helps older
individuals encode their experiences, but
again, infants and toddlers are unlikely to
encode many experiences within
such knowledge
structures.
11. Which of the sentences below
best expresses the essential information
in
the highlighted sentence in the passage? Incorrect
choices change the
meaning in important ways
or leave out essential information.
A.
Incomplete physiological development may partly
explain why hearing
stories does not improve
long-term memory in infants and toddlers.
B.
One reason why preschoolers fail to comprehend the
stories they hear
is that they are
physiologically immature.
威学教育|专注雅思、托福等出国考试培训 网址：
C.
Given the chance to hear stories, infants and
toddlers may form enduring
memories despite
physiological immaturity.
D. Physiologically
mature children seem to have no difficulty
remembering
stories they heard as
preschoolers.
These three explanations of
infantile amnesia are not mutually exclusive;
indeed, they support each other. Physiological
immaturity may be part of why
infants and
toddlers do not form extremely enduring memories,
even when they
hear stories that promote such
remembering in preschoolers. Hearing the
stories may lead preschoolers to encode
aspects of events that allow them to
form
memories they can access as adults. Conversely,
improved encoding of what
they hear may help
them better understand and remember stories and
thus make
the stories more useful for
remembering future events. Thus, all three
explanations—physiological maturation, hearing
and producing stories about
past events, and
improved encoding of key aspects of events—seem
likely to
be involved in overcoming infantile
amnesia.
12. How does paragraph 7 relate to
the earlier discussion of infantile
amnesia?
A. It introduces a new theory about the
causes of infantile amnesia.
B. It argues
that particular theories discussed earlier in the
passage
require further research.
C. It
explains how particular theories discussed earlier
in the passage
may work in combination.
D. It evaluates which of the theories discussed
earlier is most likely
to be true.
What
do you remember about your life before you were
three? _Few people
can remember anything that
happened to them in their early years.
■Adults' memories of the next few
years also
tend to be scanty. ■Most people remember only a
few events—usually
ones that were meaningful
and distinctive, such as being hospitalized or a
sibling's birth. ■
威学教育|专注雅思、托福等出国考试培训 网址：
13.
Look at the four squares [■] that indicate where
the following sentence
could be added to the
passage. Where
would the sentence best fit?
Other important occasions are school
graduations and weddings.
14. Directions: An
introductory sentence for a brief summary of the
passage
is provided below. Complete the
summary by selecting the THREE answer choices
that express the most important ideas in the
passage. Some sentences do not
belong in the
summary because they express ideas that are not
presented in
the passage or are minor ideas in
the passage. This question is worth 2 points.
There are several possible explanations why
people cannot easily remember
their early
childhoods.
A. Preschoolers typically do not
recall events from their first year.
B.
Frontal lobe function of the brain may need to
develop before memory
retrieval can occur.
C. Children recall physical activities more
easily if they are verbalized.
D. The
opportunity to hear chronologically narrated
stories may help
three-year-old children
produce long-lasting memories.
E. The
content of a memory determines the way in which it
is encoded.
F. The contrasting ways in which
young children and adults process information
may determine their relative success in
remembering.