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OFFICIAL21 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. The ability to construct autobiographical memories—coherent narratives about events from one's past—is probably the joint product of several social and intellectual developments.

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Autobiographical Memory
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Think back to your childhood and try to identify your earliest memory. How old were you? Most people are not able to recount memories for experiences prior to the age of three years, a phenomenon called infantile amnesia. The question of why infantile amnesia occurs has intrigued psychologists for decades, especially in light of ample evidence that infants and young children can display impressive memory capabilities. Many find that understanding the general nature of autobiographical memory, that is, memory for events that have occurred in one's own life, can provide some important clues to this mystery. Between ages three and four, children begin to give fairly lengthy and cohesive descriptions of events in their past. What factors are responsible for this developmental turning point?



Perhaps the explanation goes back to some ideas raised by influential Swiss psychologist Jean Piaget—namely, that children under age two years represent events in a qualitatively different form than older children do. According to this line of thought, the verbal abilities that blossom in the two year old allow events to be coded in a form radically different from the action-based codes of the infant. Verbal abilities of one year olds are, in fact, related to their memories for events one year later. When researchers had one year olds imitate an action sequence one year after they first saw it, there was correlation between the children's verbal skills at the time they first saw the event and their success on the later memory task. However, even children with low verbal skills showed evidence of remembering the event; thus, memories may be facilitated by but are not dependent on those verbal skills.

Another suggestion is that before children can talk about past events in their lives, they need to have a reasonable understanding of the self as a psychological entity. The development of an understanding of the self becomes evident between the first and second years of life and shows rapid elaboration in subsequent years. The realization that the physical self has continuity in time, according to this hypothesis, lays the foundation for the emergence of autobiographical memory.

A third possibility is that children will not be able to tell their own "life story" until they understand something about the general form stories take, that is, the structure of narratives. Knowledge about narratives arises from social interactions, particularly the storytelling that children experience from parents and the attempts parents make to talk with children about past events in their lives. When parents talk with children about "what we did today" or "last week" or "last year," they guide the children's formation of a framework for talking about the past. They also provide children with reminders about the memory and relay the message that memories are valued as part of the cultural experience. It is interesting to note that some studies show Caucasian American children have earlier childhood memories than Korean children do. Furthermore, other studies show that Caucasian American mother-child pairs talk about past events three times more often than do Korean mother-child pairs. Thus, the types of social   experiences children have do factor into the development of autobiographical memories.

A final suggestion is that children must begin to develop a "theory of mind"—an awareness of the concept of mental states (feelings, desires, beliefs, and thoughts), their own and those of others—before they can talk about their own past memories. Once children become capable of answering such questions as "What does it mean to remember?" and "What does it mean to know something?" improvements in memory seem to occur.

It may be that the developments just described are intertwined with and influence one another. Talking with parents about the past may enhance the development of the self-concept, for example, as well as help the child understand what it means to "remember." No doubt the ability to talk about one's past represents memory of a different level of complexity than simple recognition or recall.

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.
The ability to construct autobiographical memories—coherent narratives about events from one's past—is probably the joint product of several social and intellectual developments.

A.Although children are capable of simple recognition and recall very early in life, they do not develop the capacity for autobiographical memory until the age of three or four years.

B.Children's earliest autobiographical memories are usually about social interactions with parents.

C.The development of autobiographical memory allows children to appreciate the fact that memories are an important part of their cultural experience.

D.Verbal skills and familiarity with narrative structures probably aid in the construction of autobiographical memories.

E.Research suggests that infantile amnesia occurs in some cultures but not in others and may be li nked to children's social experiences.

F.Children who have acquired a concept of the self and of various mental states are generally able to talk about their own past memories.

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正确答案:ADF
题目解析:
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ADF 本篇是典型的现象解释结构,从题目能大致猜出行文方向。 首段描述 I A 现象。 二段介绍JP的verbal ability 理论。对比观察结果显示该理论不足。 三段介绍self entity 理论。 四段介绍structure of narrative knowledge理论,对比观察加强该理论 五段介绍 theory of mind. 末段总结上文,各理论交互影响。 给出句对应末段,是对全文的概括。 A(Although)选项对应原文第一段,正确. B(Children’s)选项错,earliest原文没说,即使说对,也是细节,不选. C(The development)选项原文没说,错,不选. D(Verbal)选项是概括原文第二段和第四段,正确. E(Research)选项原文没说,不选. F(Children who)选项对应原文第三段,正确.

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