Even while in a deep sleep, people can still learn brand new information. Sleepers soak in new associations between smells and sounds, knowledge that lingers(逗留)into the next waking day, researchers report online August 26 in Nature Neuroscience.
The new study is the first to show that entirely new information can get into the sleeping mind, says Anat Arzi of the Weizmann Institute of Science in Israel. "The brain is not passive while you sleep. It's quite active. You can do quite a lot of things while you are asleep."
But the results don't mean that Spanish vocabulary tapes now have a place on the nightstand. L, Researchers have tried but largely failed to find evidence that complicated information, such as new pairs of words, can make its way into the brain during sleep.
Instead of trying to teach people something complicated like a new language, Arzi and her colleagues relied on the sense of smell and hearing. As anyone who has walked by a dumpster(垃圾車)in July knows, smells can cause a nose-jerk reaction. Catching a bad smell automatically makes people inhale(吸氣)less, reducing the size of the inhale. But scent of fresh bread causes a long, deep inhale.、rzi and her team took advantage of this reaction for their experiment.
As people slept in the laboratory, the researchers delivered pleasant scent, such as shampoo. As this nice smell got into the sleepers' noses, the researchers played a particular music. Later, a disgusting smell, such as rotten fish or meat, was paired with a different music. Neither the smell nor the sound woke people up. After just four exposures to the smell-music pair during a single night, the sleepers started to automatically respond to the tones without the accompanying smells, taking in bigger breaths when the shampoo-associated tone played and smaller breaths when played the sound linked to the rotten fish smell.
This new learned association lingered into the next waking day, too. Even though the sleepers had no idea they had been exposed to smells or sounds, their behavior proved that their brain had actually learned something during sleep. As before, the shampoo sound stimulated a long, deep inhale, while the rotten fish tone caused more shallow breaths.
小題1:We can infer from the passage that
A.while sleeping, we can learn whatever we want to learn
B.we will increase the size of inhale if we catch a pleasant smell
C.the knowledge we learned while sleeping will be forgotten in the next waken day
D.when walking by a bakery, the fresh bread will cause a nose-jerk reaction
小題2:What is Paragraph 3 mainly about?
A.One can’t acquire complicated knowledge during the sleeping hours.
B.Spanish vocabulary tapes now have a place on the nightstand
C.Researchers have tried to find evidence that the new words can be learned during sleep.
D.Complicated information can make its way into the brain during sleep
小題3:How do Arzi and her team do their research? By
A.giving instructionsB.a(chǎn)nalyzing human brains
C.following the guides of othersD.doing experiments
小題4:In which part of a website may this passage most likely appear?
A.Culture.B.Science.C.History.D.Economy.

小題1:B
小題2:A
小題3:D
小題4:B

試題分析:這篇文章介紹一項研究報告:人們在睡眠的狀態(tài)下不是被動的馬爾斯積極的,可以獲取信息也能第氣味做出反應。
小題1:推理題:從文章第四段的句子: Catching a bad smell automatically makes people inhale(吸氣)less, reducing the size of the inhale ,But scent of fresh bread causes a long, deep inhale.可以推斷出當聞到好聞的氣味,人們會增加吸氣的量,選B
小題2:段落大意題:從第三段的句子:Researchers have tried but largely failed to find evidence that complicated information, such as new pairs of words, can make its way into the brain during sleep.可知這段講的是在睡眠的時候,人們是不能獲得復雜的知識的,選A
小題3:細節(jié)題:從文章第四段的句子:Aizi and her team took advantage of this reaction for their experiment.
可知Arzi 和他的團隊是通過做實驗來做研究的,選D
小題4:文章出處題:通過文章的第一段的內(nèi)容:可知這篇文章介紹人們在睡眠的狀態(tài)下不是被動的馬爾斯積極的,可以獲取信息也能第氣味做出反應,所以是出自報紙的科技版面,選B
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C.Reducing the weight of English in examinations.
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In a world as fast-changing and full of information as our own, all of us need to know how to learn well. Yet evidence suggests that most of us don’t use the learning techniques that science has proved the most effective.
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And the longer you want to remember the information, whether it’s two weeks or two years, the longer the intervals should be.
The second learning strategy that is highly recommended by Dunlosky is practice testing. Yes, more tests---but there not for a grade. Research shows that the mere act of calling information to mind strengthens that knowledge and aids in future retrieval (檢索). While practice testing is not a common strategy---despite the strong evidence supporting it ---there is one familiar approach that captures its benefits: using flash cards. And now flash cards can be presented in digital form. Both distributed practice and practice testing were rated as having “high utility” by Dunlosky.
小題1:How did the psychologists study and rate the learning strategies?
A.By analyzing the materials gathered in the past years.
B.By asking some students questions about their study.
C.By doing some experiments on the objects in the lab.
D.By asking parents and teachers to look through the articles.
小題2:The underlined word “extensive” in Para.2 means _____.
A.small in amount
B.easy or quick to do
C.more than is needed
D.dealing with a lot of information
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A.many students have benefited a lot from them
B.they were first put forward by John Dunlosky
C.only a small number of experts know about them
D.psychologists are studying whether they are effective
小題4:The strategy of distributed practice shows that ______.
A.we should not study for long hours every day
B.reviewing what we have studied is of little help
C.the shorter the interval is, the better we’ll study
D.doing repetition at intervals is the best way
小題5:The evidence shows that the strategy of practice testing ______.
A.is a way to use flash cards to help study
B.is mainly used to help us remember well
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A study suggests that although most students at UK universities are happy with their courses, dissatisfaction has grown as fees rise.The study highlights a big variation in teaching time, and lists different ideas about the value of getting university degrees.
Katharine Collins, a second-year college student
The course has been very interesting, but I was expecting a little more one-to-one time with my teacher.
We do about four assignments (作業(yè)) each term, each of which is about 3,000 words.However, sometimes they are not that helpful.We hope to be given the right to write feedback (反饋) after every assignment, but we had no feedback at all throughout the first year.We are given grades about three weeks after we hand the assignments in.There is no feedback on where we have gone wrong or how we might improve.
Lee Millington, a creative-writing student
I choose the courses because of its reputation.There is a lack of one-to-one teaching.I would like personalized feedback from an expert in my field of writing.Some of the lectures have been quite helpful but they try to use too many different styles of writing.For example, if you want to be a poet, you might find that the lectures focus too much on novels.
I think there is too much attention paid to sharing our work in workshops and giving each other feedback.I think there should be more time given to actual teaching, rather than to feedback from people who are at a similar level to me.
Reporters from Hounsdown Secondary School, Ella, 16
When I work independently, I feel I have more freedom to develop my ideas and come up with more original viewpoints.The price of university will still be worth it to get the qualifications (資格證書)necessary for better jobs.
Tyier, 16
Although the cost of university is very high now, I think university is required for gaining a good and well-paid job.
Agencies
小題1:We can learn from the beginning of the article that           .
A.Most of the university students at UK are dissatisfied with their courses.
B.The higher and higher pay for their courses accounts for the rise of the UK students’ dissatisfaction.
C.All the students at UK universities hold a similar attitude towards the value of getting university degrees.
D.The student’s purpose is to highlight the importance of gaining a university diploma.
小題2:According to Katharine Collins in Paragraph 2, we can infer that           .
A.She is content with the assignments given in each term.
B.She has never been given one-to-one time with her teacher before.
C.She didn’t think highly of the value of the assignments at the university.
D.She benefits from the assignments a lot because they are helpful.
小題3:Why does Lee Millington choose the course-- writing?
A.Because he wants to be a great writer in the future.
B.Because he is interested in it from his heart.
C.Because he hope to make a better living before long.
D.Because the course has a high reputation in society.
小題4:Who will most tend to be a professional novelist among the students mentioned in the passage?
A.Ella.B.Tyler.C.Lee.D.Katharine.
小題5:What does the author mainly tell us at UK in this passage?
A.The value for university degrees.
B.The higher pay for courses at university.
C.The terrible assignments at university.
D.The puzzle of the students at university.

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科目:高中英語 來源:不詳 題型:閱讀理解

What makes humans smarter than other animals? We’ve got a bigger brain, of course. But when it comes to brains, is bigger always better?

Traditionally, scientists have thought that humans’ superior intelligence derived(源于)mostly from the fact that our brains are three times bigger than those of our nearest living relatives, chimpanzees. People even used to believe that because men have slightly larger brains than women that men are smarter.
This, however, is not the truth. Scientists at University College London in the UK have found that brain organization, and not brain size, is the key to the superiority of human intelligence, reported Live Science.
Through millions of years of evolution, our ancestors were constantly pushed to get smarter so that they could meet the demands of new environments. However, holding this growing intelligence in increasingly large brains was not the best choice because bigger brains require more energy to power. “This is when reorganization may come into play, ”said Christophe Soligo, a member of the London research team.
In the study, scientists looked at the brains of 17 species of primates(靈長目動物), including monkeys, apes and humans. They found that in the process of evolution, brains didn’t keep growing as a whole. Certain regions of the brain grew prior to others in response to species’ needs, and in this way they could make the best use of their limited brain space.
For example, when early humans were struggling to survive, the brain region in charge of using tools and finding food grew in size more than other regions. But in modern times, the prefrontal cortex(前額皮質(zhì))—the region in charge of social cognition(認知), moral judgments and goal-directed planning—grew more than the rest of the brain.
Think of the brain as a room. If a big room is poorly organized, it doesn’t necessarily store more stuff than a smaller one.
Paul Manger, professor at the University of the Witwatersrand, South Africa, explains this principle using the example of whales. He told Scientific American: “Whales have big brains, absolutely. But if you look at the actual structure of the brain, it’s not very complex. Brain size only matters if the rest of the brain is organized properly. ”
小題1:It has recently been found that humans are smarter than the other animals mainly because   .
A.they are a species of primates
B.they have much larger brains
C.their brain structure is more complex
D.they were constantly pushed to get smarter
小題2:According to the article, in recent human evolution,    .
A.the brain kept growing in size to adapt to new environments
B.most regions of the brain didn’t change
C.the prefrontal cortex grew more than the rest of the brain
D.humans’ brains became increasingly simple so that humans could survive
小題3:What can we conclude from the article?
A.Gender makes a difference in intelligence.
B.The size of the brain has nothing to do with intelligence.
C.Species whose brain is organized properly tend to be smarter.
D.Larger brains are usually organized better than smaller ones.
小題4:The method the writer uses to develop the last paragraph is   .
A.by presenting research data
B.by giving examples
C.by making a comparison
D.by analyzing cause and effect

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