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The exact number of English words is not known. The large dictionaries have over half a million entries, but many of these are compound words (schoolroom, sugar bowl) or different derivatives of the same word (rare—rarely, rarefy), and a good many are obsolete words to help us read older literature. Dictionaries do not attempt to cover completely words that we can draw on: the informal vocabulary, especially slang, localism, the terms of various occupations and professions; words use only occasionally by scientists and specialists in many fields; foreign words borrowed for use in English; or many new words or new senses of words that come into use every year and that may or may not be used long enough to warrant being included. It would be conservative to say that there are over a million English words that any of us might meet in our listening and reading and that we may draw on in our speaking and writing.
Professor Seashore concluded that first?graders enter school with at least 2,000 words and add 5,000 each year so that they leave high school with at least 80,000. These figures are for recognition vocabulary, the words we understand when we read or hear them. Our active vocabulary, the words we use in speaking and writing, is considerably smaller.
You cannot always produce a word exactly when you want it. But consciously using the words you recognize in reading will help get them into your active vocabulary. Occasionally in your reading pay particular attention to these words, especially when the subject is one that you might well write or talk about. Underline or make a list of words that you feel a need for and look up the less familiar ones in a dictionary. And then before very long find a way to use some of them.
Once you know how they are pronounced and what they stand for, you can safely use them.
46. In the author??s estimation, there are ____ words in English.
A. more than half a million B. at least 24,000
C. at least 80,000 D. more than a million
47. The word “obsolete” most probably means ____.
A. no longer in use B. profound C. colorful or amusing D. common
48. One??s recognition vocabulary is ____.
A. less often used than his active vocabulary
B. smaller than his active vocabulary
C. as large as his active vocabulary
D. much larger than his active vocabulary
49. The author does not suggest getting recognition vocabulary into active vocabulary by ____.
A. making a list of words you need and looking up the new ones in a dictionary
B. everyday spending half an hour study the dictionary
C. consciously using the words you recognize in reading
D. trying to use the words you recognize
50. From this passage we learn that ____.
A. dictionaries completely cover the words we can make use of
B. “schoolroom” is used in the passage as an example of a specialized term
C. once you know how a word is pronounced and what it represents, you have turned it into your active word
D. active vocabulary refers to words we understand when we read and hear them
查看习题详情和答案>>Current Directions in Psychological Science, a journal of the Association for Psychological Science.
"We need to rethink how we're talking about forgetting and realize that under some conditions it actually
does play an important role in the function of memory." says Storm, who is a professor at the University
of Illinois at Chicago.
"Memory is difficult. Thinking is difficult." Storm says. Memories and associations accumulate rapidly. "These things could completely overrun our life and make it impossible to learn and retrieve new things if
they were left alone, and could just overpower the rest of memory." he says.
But, fortunately, that isn't what happens. "We're able to get around these strong competing
inappropriate memories to remember the ones we want to recall."Storm and other psychological scientists are trying to understand how our minds select the right things to recall-if someone's talking about beaches
near Omaha, Nebraska, for example, you will naturally suppress (压制) any knowledge you've collected about Omaha Beach in Normandy.
In one kind of experiment, participants are given a list of words that have some sort of relation to
each other. They might be asked to memorize a list of birds, for example. In the next part of the test,
they have to do a task that requires remembering, half the birds. "That's going to make you forget the
other half of the birds in that list." Storm says. "That might seem bad-It's forgetting."But what the research
shows is that this forgetting is actually a good thing.
"People who are good at forgetting information they don't need are also good at problem solving and
at remembering something when they're being distracted by other information. This shows that forgetting
plays an importan
t role in problem solving and memory." Storm says.There are plenty of times when forgetting makes sense in daily life. "Say you get a new cell phone and you have to get a new phone number, do you really want to remember your old phone number every time someone asks what your number is?" Storm asks. "Or where you parked your car this morning-It's important information today, but you'd better forget it when it comes time to go get your car for tomorrow
afternoon's
commute. We need to be able to update our memory so we can remember and think about the things that are currently relevant."
1. With the accumulation of memories and associations,______.
A. it is impossible for us to get back the lost memory
B. we might fail to memorize more information
C. our daily life and overloaded memory could b
e out of controlD. inappropriate memories challenge our memory ability
2. The underlined phrase "get around" in Paragraph 3 probab
ly means ________.A. recall
B. strengthen
C. lose
D. avoid
3. It can be learnt from the passage
that ________.A. forgetting makes great sense to most people
B. the more you forget, the more you memorize
C. forgetting plays a part in developing memory
D.
forgetful people are good at solving problems4. Which is the best title for the passage?
A. Forgetting Is Part of Remembering.
B. Why Should People Forget.
C. How Forgetting Improves Remembering.
D. Remembering Relies on Forgetting.
The exact number of English words is not known. The large dictionaries have over half a million entries, but many of these are compound words (schoolroom, sugar bowl) or different derivatives of the same word (rare—rarely, rarefy), and a good many are obsolete words to help us read older literature. Dictionaries do not attempt to cover completely words that we can draw on: the informal vocabulary, especially slang, localism, the terms of various occupations and professions; words use only occasionally by scientists and specialists in many fields; foreign words borrowed for use in English; or many new words or new senses of words that come into use every year and that may or may not be used long enough to warrant(保证) being included. It would be conservative to say that there are over a million English words that any of us might meet in our listening and reading and that we may draw on in our speaking and writing.
Professor Seashore concluded that first graders enter school with at least 2,000 words and add 5,000 each year so that they leave high school with at least 80,000. These figures are for recognition vocabulary, the words we understand when we read or hear them. Our active vocabulary, the words we use in speaking and writing, is considerably smaller.
You cannot always produce a word exactly when you want it. But consciously using the words you recognize in reading will help get them into your active vocabulary. Occasionally in your reading pay particular attention to these words, especially when the subject is one that you might well write or talk about. Underline or make a list of words that you feel a need for and look up the less familiar ones in a dictionary. And then before very long find a way to use some of them.
Once you know how they are pronounced and what they stand for, you can safely use them.
49. In the author’s estimation, there are ____ words in English.
A. more than half a million B. at least 24,000
C. at least 80,000 D. more than a million
50. The word “obsolete” underlined in the first paragraph most probably means ____.
A. no longer in use B. profound C. colorful or amusing D. common
51. One’s recognition vocabulary is ____.
A. less often used than his active vocabulary
B. smaller than his active vocabulary
C. as large as his active vocabulary
D. much larger than his active vocabulary
52. From this passage we learn that ____.
A. dictionaries completely cover the words we can make use of
B. “schoolroom” is used in the passage as an example of a specialized term
C. once you know how a word is pronounced and what it represents, you have turned it into your active word
D. active vocabulary refers to words we understand when we read and hear them
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