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We often talk about ourselves as if we have permanent genetic defects(缺陷) that can never be changed. “I’m impatient.” “I’m always behind.” “I always put things 1 !” You’ve surely heard them. Maybe you’ve used them to describe ___2 .
These comments may come from stories about us that have been 3 for many years—often from 4 childhood. These stories may have no 5 in fact. But they can set low expectations for us. As a child, my mother said to me, “Marshall, you have no mechanical (操作机械的) skills, and you will never have any mechanical skills for the rest of your life.” How did these expectations 6 my development? I was never 7 to work on cars or be around 8 . When I was 18, I took the US Army’s Mechanical Aptitude Test. My scores were in the bottom for the entire nation!
Six years later, 9 , I was at California University, working on my doctors degree. One of my professors, Dr. Bob Tannbaum, asked me to write down things I did well and things I couldn’t do. On the positive side, I 10 down, “research, writing, analysis, and speaking.” On the 11 side, I wrote, “I have no mechanical skills.”
Bob asked me how I knew I had no mechanical skills. I explained my life 12 and told him about my 13 performance on the Army test. Bob then asked, “ 14 is it that you can solve 15 mathematical problems, but you can’t solve simple mechanical problems?”
Suddenly I realized that I didn’t 16 from some sort of genetic defect. I was just living out expectations that I had chosen to 17 . At that point, it wasn’t just my family and friends who had been 18 my belief that I was mechanically hopeless. And it wasn’t just the Army test, either. I was the one who kept telling myself, “You can’t do this!” I realized that as long as I kept saying that, it was going to remain true. 19 , if we don’t treat ourselves as if we have incurable genetic defects, we can do well in almost 20 we choose.
1. A. away B. off C. up D. down
2. A. them B. myself C. yourself D. others
3. A. said B. spoken C. spread D. repeated
4. A. as long as B. as far back as C. as well as D. as much as
5. A. basis B. plot C. cause D. meaning
6. A. lead B. improve C. affect D. change
7. A. encouraged B. demanded C. hoped D. agreed
8. A. means B. tools C. facilities D. hammers
9. A. therefore B. somehow C. instead D. however
10. A. settled B. turned C. took D. got
11. A. passive B. active C. negative D. subjective
12. A. experiences B. trips C. roads D. paths
13. A. unexpected B. poor C. excellent D. average
14. A. When B. What C. How D. Why
15. A. complex B. advanced C. common D. primary
16. A. arise B. separate C. suffer D. come
17. A. believe B. suspect C. adopt D. receive
18. A. weakening B. strengthening C. abandoning D. accepting
19. A. As a result B. At the same time C. In addition D. On the contrary
20. A. anything B. something C. nothing D. all
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Four Steps to Better LearningSheela and Nisha had almost the same level of intelligence and came from similar family backgrounds．Sheela found it hard to memorise a poem for an oral test while Nisha did it without any difficulty． 1 Why was there a difference?
The answer is ： Nisha just knew how to learn better than Sheela did． 2 Here are four steps to better learning．
Preview the matter first．Scan or skim over a material quickly．Read the first sentence of each paragraph, glance at the table of contents and the preface．
3 Speed reading is fine for the easy material．But for more complex works, slower reading is much more effective．Good learners actively think about what they read and assimilate(吸收)it．
Be focused．To improve concentration and focus, fix a particular time and place for studying．Use a variety of methods, like writing down what you’ve read, taping it and then listening to it, making an outline or even drawing a diagram． 4 It will improve your learning capacity(能力)．
5 Each person has his own way of learning．If given the pieces of an object to assemble(聚集), each of us uses a different method to arrive at the same result．Analyse your approach and follow the method that you feel most comfortable with．
A．Follow your own learnign style．
B．Slow down and read it aloud to yourself．
C．Take a break if you become too tense or tired．
D．Turn to your heroes or tutors for advice and follow their advice．
E．She increased the capacity of her brain by applying some skills．
F．She only scanned a new poem twice before reciting it from memory!
G．Nisha had a better intelligence than Sheela, which was not true in fact．
“Most experiences of absent-mindedness ,forgetting where you left something or wondering why you just entered a room , are caused by a simple lack of attention, ” says Schacter. “You’re supposed to remember something, but you haven’t encoded（编码） it deeply.”
Encoding, Schacter explains, is a special way of paying attention to an event that has a major impression on recalling it later. Failure to encode properly can create troublesome situations. If you put your mobile phone in a pocket, for example, and don’t pay attention to what you did because you’re involved in a conversation, you’ll probably forget that the phone is in the jacket now hanging in your cupboard. “Your memory itself isn’t failing you, ” says Schacter, “Rather, you didn’t give your memory system the information it needed.” http://wx.jtyjy.com/
Lack of interest can also lead to absent -mindedness. “A man who can recite sports statistics from 30 years ago, ” says Zelinski, “ may not remember to drop a letter in the mailbox.”Women have slightly better memories than men, possibly because they pay more attention to their environment, and memory depends on just that.
“Visual cues（ 视觉提示 ）can help prevent absent--mindedness, ”says Schacter, “But be sure the cue is clear and available. ”If you want to remember to take a medicine with lunch, put the pill bottle on the kitchen table—don’t leave it in the medicine box and write yourself a note that you keep in a pocket.
Another common experience of absent - mindedness: walking into a room and wondering why you’re there. Most likely, you were thinking about something else. “Everyone does this from time to time, ”says Zelinski. “The best thing to do is to return to where you were before entering the room, and you’ll likely remember.”
1.The writer of the passage thinks that encoding properly is very important because ________.
A. it enables us to recall something from our memory
B. it slows down the process of losing our memory
C. it helps us understand our memory system better
D. it helps us to get back to where we were
2.One possible reason why women have a little better memories than men is that________.
A. they rely more on the environment
B. they have a wider range of interests
C. they have an unusual power of focusing their attention
D. they are more interested in what’s happening around them
3.Why can a note in the pocket hardly serve as a reminder? ________.
A. It will easily get lost
B. It is out of your sight
C. It’s not clear enough for you to read
D. It might get mixed up with other things
4.From the last paragraph we can learn that________.
A. repetition might help improve our memory
B. memory depends to a certain extent on the environment
C. we’d better return to where we were if we forget things
D. we should think about something else while doing one thing
5.The passage is mainly about ________.
A. the memory system of persons
B. a way of encoding and recalling
C. the causes of absent-mindedness
D. the impression of the environment on memory
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