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【单选题】

Most people can remember a phone number for up to thirty seconds. When this short amount of time passes, however, the numbers are erased from the memory. How did the information get there in the first place
Information that makes its way to the short term memory (STM) does so via the sensory(感觉中枢的)storage area. The brain has a filter which only allows stimulation that is of immediate interest to pass on to the STM, also known as the working memory.
There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk(大块) is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modem theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can improve the STM, and improve the chances of a memory being passed on to long term storage.
When a conscious effort to memorize something, such as information for an exam, many people engage in "rote(死记硬背) rehearsal". By repeating something over and over again, we are able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds ff there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, you might attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before you get the opportunity to make your phone call, you will forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories.
How do theorists believe a person can remember more information in a short time

A.
By organizing it.
B.
By repeating it.
C.
By chunking it.
D.
By classifying similar information together.
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参考答案:
举一反三

【多选题】学生在必需的基础知识具备的条件下仍然采用机械的方式死记硬背有逻辑意义的教材,可能的原因是()

A.
学生形成了靠机械背诵应付考试的学习态度
B.
教材太难
C.
学生智力水平太低
D.
考试方法太死

【多选题】元素化合物知识是高中课程内容的重要组成部分,但是元素化合物知识比较零散,若用死记硬背的方法来学,事倍功半,易挫伤学生学习积极性。综上所述,请选择开展元素化合物知识教学的主要教学策略( )

A.
联系生产生活实际,创设学习情境
B.
充分发挥实验的功能,增强感性认识
C.
重视知识间的相互联系,形成知识网络
D.
凸显认识物质性质的思路与方法,发挥基础理论的指导作用,培养学生的探究能力

【单选题】第1躯体感觉中枢包括()

A.
中央后回
B.
中央前回
C.
中央旁小叶
D.
角回
E.
颞上回

【单选题】体温调节中枢和体温感觉中枢分别在()

A.
大脑皮层、下丘脑
B.
下丘脑、大脑皮层
C.
下丘脑、下丘脑
D.
大脑皮层、大脑皮层

【单选题】5.0 西方人小时候不适宜采用死记硬背方法的原因在于()。

A.
经典内容篇幅短,语言拗口难以记忆
B.
民族文化不同,不提倡类似方法
C.
文章篇幅长,语法复杂
D.
缺少适于背诵的经典内容
相关题目:
【多选题】学生在必需的基础知识具备的条件下仍然采用机械的方式死记硬背有逻辑意义的教材,可能的原因是()
A.
学生形成了靠机械背诵应付考试的学习态度
B.
教材太难
C.
学生智力水平太低
D.
考试方法太死
【多选题】元素化合物知识是高中课程内容的重要组成部分,但是元素化合物知识比较零散,若用死记硬背的方法来学,事倍功半,易挫伤学生学习积极性。综上所述,请选择开展元素化合物知识教学的主要教学策略( )
A.
联系生产生活实际,创设学习情境
B.
充分发挥实验的功能,增强感性认识
C.
重视知识间的相互联系,形成知识网络
D.
凸显认识物质性质的思路与方法,发挥基础理论的指导作用,培养学生的探究能力
【单选题】第1躯体感觉中枢包括()
A.
中央后回
B.
中央前回
C.
中央旁小叶
D.
角回
E.
颞上回
【单选题】体温调节中枢和体温感觉中枢分别在()
A.
大脑皮层、下丘脑
B.
下丘脑、大脑皮层
C.
下丘脑、下丘脑
D.
大脑皮层、大脑皮层
【单选题】5.0 西方人小时候不适宜采用死记硬背方法的原因在于()。
A.
经典内容篇幅短,语言拗口难以记忆
B.
民族文化不同,不提倡类似方法
C.
文章篇幅长,语法复杂
D.
缺少适于背诵的经典内容
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