TPO-6 Reading 3 阅读译文

Infantile Amnesia婴幼儿期记忆缺失What doyou rememberabout yourlife beforeyou werethree■Few peoplecanremember anythingthat happenedto themin theirearly years.■Adults memoriesof thenextfew yearsalso tendto bescanty.■Most peopleremember onlya fewevents一usually onesthat weremeaningful anddistinctive,such asbeing hospitalizedor asiblingsbirth.■三岁前生活中发生的事情你还记得多少？很少有人能记得婴幼儿时期曾经发生在他们身上的事情成年人对三岁之后那几年的记忆也很稀疏大部分人只记得很少的一些特殊的事情，比如住院或者弟弟妹妹的出生How mightthis inabilityto recallearly experiencesbe explainedThe sheerpassageof timedoes notaccount forit;adults haveexcellent recognitionof picturesof peoplewhoattended highschool withthem35years earlier.Another seeminglyplausible explanation-that infantsdo notform enduringmemories atthis pointin development-also isincorrect.Children twoand ahalf tothree yearsold rememberexperiences thatoccurred in their firstyear,and elevenmonth oldsremember someevents ayear later.Nor doesthe hypothesisthatinfantile amnesiareflects repression一or holdingback—of sexuallychargedepisodes explainthe phenomnuon.While suchrepression mayoccur,people cannotrememberordinary eventsfrom theinfant andtoddler periodseither.人们无法回忆起幼年事情的现象该如何解释呢？恐怕时间的流逝无法阐述清楚，成年人对35年前高中同学的照片仍可进行清楚地辨认一种看似合理的解释认为，婴儿时期，孩子在发展的过程中对发生的事情尚未形成永久性记忆，这种说法并不准确两岁半到三岁的孩子能够记得他们一岁时候的事情，11个月大的孩子一年以后仍会记得一些事情那些认为婴幼儿健忘症反映了孩子们对充满性欲的插曲的压抑或隐藏的假设同样也解释不了这种现象当这种压抑发生的时候，人们连孩提时代普通的事情都无法回忆起来Three otherexplanations seemmore promising.One involvesphysiological changesrelevantto memory.Maturation of the frontallobes ofthe braincontinues throughoutearlychildhood,and thispart ofthe brainmay becritical for remembering particularepisodes inwaysthat canbe retrievedlater.Demonstrations ofinfants and toddlers long-term memoryhaveinvolved theirrepeating motoractivities thatthey hadseen ordone earlier,such asreachinginthedark forobjects,putting abottle ina dollsmouth,or pullingapart twopiecesof atoy.The brain5s levelof physiological maturation maysupport thesetypes ofmemories,but notones requiringexplicit verbaldescriptions.除此之外的三种解释似乎更具说服力一种观点涉及记忆相关的生理变化在孩子们早期的童年时代中，脑前叶不断地成熟，它对记忆发生的特殊事件以及之后对这些事情的回想起着至关重要的作用婴幼儿长期记忆的形成，还会涉及到他们之前看到的或者自身经历的运动神经活动的重复，比如到黑暗的环境里取东西，把瓶子塞到了洋娃娃的嘴里，或者将玩具撕成两半等他们大脑生理成熟的程度可能足以帮助他们记住这种特殊事件，而不是那些需要清晰语言描述的事件A secondexplanation involvesthe influenceofthesocial worldon childrenslanguageuse.Hearing andtelling storiesabout eventsmay helpchildren storeinformationin waysthat willendure intolater childhoodand adulthood.Through hearingstories withaclear beginning,middle,and endingchildren maylearn toextract thegist of events inwaysthat theywill beable todescribe manyyears later.Consistent withthis viewparents andchildrenincreasingly engagein discussionsof pastevents whenchildren areabout threeyearsold.However,hearing suchstories isnot sufficientfor youngerchildren toformenduring memories.Telling suchstories totwo yearolds doesnot seemto producelong-lasting verbalizablememories.第二种观点与社会环境对孩子运用语言的影响有关听故事和讲故事将有助于储存信息，直到他们的童年和成年听那些有清晰的开头、情节和结尾的故事会帮助孩子们提取事件的要点，并且使他们在过了很多年以后仍然可以描述这些事情越来越多的家长们会在孩子三岁左右的时候和他们讨论过去发生的事情，这也与该理论一致然而，仅仅听这些故事还是不足以帮更年幼的孩子形成永久的记忆给两岁的孩子讲故事，并不能使他们形成语言化的记忆A thirdlikely explanationfor infantile amnesia involvesincompatibilities betweentheways inwhich infantsencode informationand theways inwhich older children andadultsretrieve it.Whether peoplecan rememberan eventdepends criticallyon thefitbetween theway inwhich theyearlier encodedthe informationand theway inwhich theylaterattempt toretrieve it.The betterable theperson isto reconstructthe perspectivefromwhich thematerial wasencoded,the morelikely thatrecall willbe successful.第三种可能的解释认为婴幼儿健忘症与婴儿储存信息的方式和成年后进行回忆的方式不相容有关人们是否能够回忆起一件事情很大程度上在于这两种方式的匹配程度两种方式越匹配，越有助于人们成功回忆之前发生的事情This viewis supportedby avariety offactors thatcan createmismatches betweenveryyoung childrensencoding andolder childrensand adultsretrieval efforts.The worldlooksvery differentto aperson whose head isonly twoor threefeet abovethe groundthanto onewhoseheadis fiveor sixfeet aboveit,olderchildrenand adultsoften tryto retrievethenames ofthings theysaw,but infantswould nothave encodedthe informationverbally.General knowledgeof categoriesof eventssuch asa birthdayparty ora visitto thedoctorsoffice helpsolder individualsencode theirexperiences,but again,infants andtoddlers areunlikelyto encodemany experienceswithin suchknowledge structures.事实上，很多因素会导致婴幼儿储存信息的方式和成年人进行回忆的方式不匹配对于一个年幼的孩子来说，这个世界与那些稍大点的孩子眼中的世界不尽相同长大后的孩子和成人经常试图回忆那些他们曾经见过的事物的名字，但在他们的幼儿时期尚未对此进行语言化的信息储存人们对类似生日聚会或者拜访医生诊所类似的事件的分类常识有助于人们记忆他们的经历，但是，婴幼儿时期的孩子们似乎缺乏这些知识结构来帮助他们储存信息These threeexplanations ofinfantile amnesiaare notmutually exclusive:indeed,theysupport eachother.Physiological immaturitymay bepart ofwhy infantsandtoddlersdonot formextremely enduringmemories,even whenthey hearstories thatpromote suchrememberingin preschoolers.Hearing the stories maylead preschoolersto encodeaspectsof eventsthat allowthem toform memoriesthey canaccess asadults.Conversely,improved encoding of whatthey hearmay helpthem betterunderstand andrememberstories andthus makethestoriesmore usefulforrememberingfuture events.Thus,all threeexplanations-physiologicalmaturationhearing andproducing storiesaboutpast events,and improvedencodingofkey aspectsofevents-seem likelyto beinvolved inovercominginfantileamnesia.以上三种关于幼儿期遗忘的解释实际上并非互斥，它们是相互支持的生理上的不成熟是导致学龄前孩子无法形成长久记忆的原因之一，即使他们听到了那些可以促进他们回忆的故事听那些故事将有助于学龄前孩子在脑中储存已经发生的事情，以便形成他们可以像成年人那样自由提取的记忆相反，将他们听到的故事进行更进一步的编码将有助于他们更好地理解和记忆，因此，那些故事将对他们记住将来发生的事情更有帮助综上所述，生理上的成熟、听故事和讲故事以及改进对事件关键信息的编码都有助于克服婴幼儿遗忘症。