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标题: 【每日阅读训练第三期——速度越障3系列】【3-11】科技-learning & memory [打印本页]
作者: babybearmm    时间: 2012-4-24 06:30
标题: 【每日阅读训练第三期——速度越障3系列】【3-11】科技-learning & memory
Can You Make Yourself Smarter?

By DAN HURLEY
Published: April 18, 2012

[计时一]
Early on a drab afternoon in January, a dozen third graders from the working-class suburb of Chicago Heights, Ill., burst into the Mac Lab on the ground floor of Washington-McKinley School in a blur of blue pants, blue vests and white shirts. Minutes later, they were hunkered down in front of the Apple computers lining the room’s perimeter, hoping to do what was, until recently, considered impossible: increase their intelligence through training.

“Can somebody raise their hand,” asked Kate Wulfson, the instructor, “and explain to me how you get points?”

On each of the children’s monitors, there was a cartoon image of a haunted house, with bats and a crescent moon in a midnight blue sky. Every few seconds, a black cat appeared in one of the house’s five windows, then vanished. The exercise was divided into levels. On Level 1, the children earned a point by remembering which window the cat was just in. Easy. But the game is progressive: the cats keep coming, and the kids have to keep watching and remembering.

“And here’s where it gets confusing,” Wulfson continued. “If you get to Level 2, you have to remember where the cat was two windows ago. The time before last. For Level 3, you have to remember where it was three times ago. Level 4 is four times ago. That’s hard. You have to keep track. O.K., ready? Once we start, anyone who talks loses a star.”

So began 10 minutes of a remarkably demanding concentration game. At Level 2, even adults find the task somewhat taxing. Almost no one gets past Level 3 without training. But most people who stick with the game do get better with practice. This isn’t surprising: practice improves performance on almost every task humans engage in, whether it’s learning to read or playing horseshoes.

What is surprising is what else it improved. In a 2008 study, Susanne Jaeggi and Martin Buschkuehl, now of the University of Maryland, found that young adults who practiced a stripped-down, less cartoonish version of the game also showed improvement in a fundamental cognitive ability known as “fluid” intelligence: the capacity to solve novel problems, to learn, to reason, to see connections and to get to the bottom of things. The implication was that playing the game literally makes people smarter.
[386 words]

[计时二]
Psychologists have long regarded intelligence as coming in two flavors: crystallized intelligence, the treasure trove of stored-up information and how-to knowledge (the sort of thing tested on “Jeopardy!” or put to use when you ride a bicycle); and fluid intelligence. Crystallized intelligence grows as you age; fluid intelligence has long been known to peak in early adulthood, around college age, and then to decline gradually. And unlike physical conditioning, which can transform 98-pound weaklings into hunks, fluid intelligence has always been considered impervious to training.

That, after all, is the premise of I.Q. tests, or at least the portion that measures fluid intelligence: we can test you now and predict all sorts of things in the future, because fluid intelligence supposedly sets in early and is fairly immutable. While parents, teachers and others play an essential role in establishing an environment in which a child’s intellect can grow, even Tiger Mothers generally expect only higher grades will come from their children’s diligence — not better brains.

How, then, could watching black cats in a haunted house possibly increase something as profound as fluid intelligence? Because the deceptively simple game, it turns out, targets the most elemental of cognitive skills: “working” memory. What long-term memory is to crystallized intelligence, working memory is to fluid intelligence. Working memory is more than just the ability to remember a telephone number long enough to dial it; it’s the capacity to manipulate the information you’re holding in your head — to add or subtract those numbers, place them in reverse order or sort them from high to low. Understanding a metaphor or an analogy is equally dependent on working memory; you can’t follow even a simple statement like “See Jane run” if you can’t put together how “see” and “Jane” connect with “run.” Without it, you can’t make sense of anything.

Over the past three decades, theorists and researchers alike have made significant headway in understanding how working memory functions. They have developed a variety of sensitive tests to measure it and determine its relationship to fluid intelligence. Then, in 2008, Jaeggi turned one of these tests of working memory into a training task for building it up, in the same way that push-ups can be used both as a measure of physical fitness and as a strength-building task. “We see attention and working memory as the cardiovascular function of the brain,” Jaeggi says.“If you train your attention and working memory, you increase your basic cognitive skills that help you for many different complex tasks.”
[418 words]

[计时三]
Jaeggi’s study has been widely influential. Since its publication, others have achieved results similar to Jaeggi’s not only in elementary-school children but also in preschoolers, college students and the elderly. The training tasks generally require only 15 to 25 minutes of work per day, five days a week, and have been found to improve scores on tests of fluid intelligence in as little as four weeks. Follow-up studies linking that improvement to real-world gains in schooling and job performance are just getting under way. But already, people with disorders including attention-deficit hyperactivity disorder (A.D.H.D.) and traumatic brain injury have seen benefits from training. Gains can persist for up to eight months after treatment.

In a town like Chicago Heights, where only 16 percent of high schoolers met the Illinois version of the No Child Left Behind standards in 2011, finding a clear way to increase cognitive abilities has obvious appeal. But it has other uses too, at all ages and aptitudes. Even high-level professionals have begun training their working memory in hopes of boosting their fluid intelligence — and, with it, their job performance. If the effect is real — if fluid intelligence can be raised in just a few minutes a day, even by a bit, and not just on a test but in real life — then it would seem to offer, as Jaeggi’s 2008 study concluded with Spock-like understatement, “a wide range of applications.”

Since the first reliable intelligence test was created just over a hundred years ago, researchers have searched for a way to increase scores meaningfully, with little success. The track record was so dismal that by 2002, when Jaeggi and her research partner (and now her husband), Martin Buschkuehl, came across a study claiming to have done so, they simply didn’t believe it.

The study, by a Swedish neuroscientist named Torkel Klingberg, involved just 14 children, all with A.D.H.D. Half participated in computerized tasks designed to strengthen their working memory, while the other half played less challenging computer games. After just five weeks, Klingberg found that those who played the working-memory games fidgeted less and moved about less. More remarkable, they also scored higher on one of the single best measures of fluid intelligence, the Raven’s Progressive Matrices. Improvement in working memory, in other words, transferred to improvement on a task the children weren’t training for.
[389 words]

[计时四]
Even if the sample was small, the results were provocative (three years later Klingberg replicated most of the results in a group of 50 children), because matrices are considered the gold standard of fluid-intelligence tests. Anyone who has taken an intelligence test has seen matrices like those used in the Raven’s: three rows, with three graphic items in each row, made up of squares, circles, dots or the like. Do the squares get larger as they move from left to right? Do the circles inside the squares fill in, changing from white to gray to black, as they go downward? One of the nine items is missing from the matrix, and the challenge is to find the underlying patterns — up, down and across — from six possible choices. Initially the solutions are readily apparent to most people, but they get progressively harder to discern. By the end of the test, most test takers are baffled.

If measuring intelligence through matrices seems arbitrary, consider how central pattern recognition is to success in life. If you’re going to find buried treasure in baseball statistics to give your team an edge by signing players unappreciated by others, you’d better be good at matrices. If you want to exploit cycles in the stock market, or find a legal precedent in 10 cases, or for that matter, if you need to suss out a woolly mammoth’s nature to trap, kill and eat it — you’re essentially using the same cognitive skills tested by matrices.

When Klingberg’s study came out, both Jaeggi and Buschkuehl were doctoral candidates in cognitive psychology at the University of Bern, Switzerland. Since his high-school days as a Swiss national-champion rower, Buschkuehl had been interested in the degree to which skills — physical and mental — could be trained. Intrigued by Klingberg’s suggestion that training working memory could improve fluid intelligence, he showed the paper to Jaeggi, who was studying working memory with a test known as the N-back. “At that time there was pretty much no evidence whatsoever that you can train on one particular task and get transfer to another task that was totally different,” Jaeggi says. That is, while most skills improve with practice, the improvement is generally domain-specific: you don’t get better at Sudoku by doing crosswords. And fluid intelligence was not just another skill; it was the ultimate cognitive ability underlying all mental skills, and supposedly immune from the usual benefits of practice. To find that training on a working-memory task could result in an increase in fluid intelligence would be cognitive psychology’s equivalent of discovering particles traveling faster than light.
[430 words]

[计时五]
Together, Jaeggi and Buschkuehl decided to see if they could replicate the Klingberg transfer effect. To do so, they used the N-back test as the basis of a training regimen. As seen in the game played by the children at Washington-McKinley, N-back challenges users to remember something — the location of a cat or the sound of a particular letter — that is presented immediately before (1-back), the time before last (2-back), the time before that (3-back), and so on. If you do well at 2-back, the computer moves you up to 3-back. Do well at that, and you’ll jump to 4-back. On the other hand, if you do poorly at any level, you’re nudged down a level. The point is to keep the game just challenging enough that you stay fully engaged.

To make it harder, Jaeggi and Buschkuehl used what’s called the dual N-back task. As a random sequence of letters is heard over earphones, a square appears on a computer screen moving, apparently at random, among eight possible spots on a grid. Your mission is to keep track of both the letters and the squares. So, for example, at the 3-back level, you would press one button on the keyboard if you recall that a spoken letter is the same one that was spoken three times ago, while simultaneously pressing another key if the square on the screen is in the same place as it was three times ago.

The point of making the task more difficult is to overwhelm the usual task-specific strategies that people develop with games like chess and Scrabble. “We wanted to train underlying attention and working-memory skills,” Jaeggi says.

Jaeggi and Buschkuehl gave progressive matrix tests to students at Bern and then asked them to practice the dual N-back for 20 to 25 minutes a day. When they retested them at the end of a few weeks, they were surprised and delighted to find significant improvement. Jaeggi and Buschkuehl later expanded the study as postdoctoral fellows at the University of Michigan, in the laboratory of John Jonides, professor of psychology and neuroscience.

“Those two things, working memory and cognitive control, I think, are at the heart of intellectual functioning,” Jonides told me when I met with him, Jaeggi and Buschkuehl in their basement office. “They are part of what differentiates us from other species. They allow us to selectively process information from the environment, and to use that information to do all kinds of problem-solving and reasoning.”
[414 words]
Continue reading
http://www.nytimes.com/2012/04/22/magazine/can-you-make-yourself-smarter.html?pagewanted=4&ref=general&src=me
or see the attached document [attach]99480[/attach]


[越障]

A Conversation With Eric R. Kandel

A Quest to Understand How Memory Works

By CLAUDIA DREIFUS
Published: March 5, 2012

At 82, the Nobel Prize-winning neuroscientist Dr. Eric R. Kandel is still constantly coming up with new ideas for research.

This winter, he has been working on a project that he hopes will lead to a new class of drugs for treating schizophrenia. Last year he collaborated, for the first time, with Denise B. Kandel — his fellow Columbia University research scientist and wife of 55 years — investigating the biological links between cigarette and cocaine addiction. And this month his newest book, “The Age of Insight: The Quest to Understand the Unconscious in Art, Mind and Brain, From Vienna 1900 to the Present,” is to be released by Random House.

A condensed and edited version of our two interviews follows. As in his new book, the conversation begins with memories of Vienna, his birthplace.

How old were you when the Nazis marched into Vienna?

I was 8 ½. Immediately, we saw that our lives were in danger. We were completely abandoned by our non-Jewish friends and neighbors. No one spoke to me in school. One boy walked up to me and said, “My father said I’m not to speak to you anymore.” When we went to the park, we were roughed up. Then, on Nov. 9, 1938, Kristallnacht, we were booted out of our apartment, which was looted. We knew we had to get out.

Fortunately, my mother had the foresight to apply for visas to the United States earlier. For more than a year, we waited in the terror of Vienna for our immigration quota number to come up. When it finally did, my older brother, Ludwig, and I made the Atlantic crossing alone. Our parents came later. On the trip, it’s amazing how unfrightened I was, considering that even before the Nazis, I was an apprehensive child. You rise to the occasion.

After you won the 2000 Nobel Prize in Physiology or Medicine, did the Austrians reach out to you?

Yes. Their newspaper people said, “Oh, wonderful, another Austrian Nobel Prize!” I said: “You’ve got this wrong. This is an American, an American Jewish Nobel Prize.” The president of Austria wrote me a note: “What can we do to recognize you?” I said, “I do not need any more recognition, but it would it be nice to have a symposium at the University of Vienna on the response of Austria to National Socialism.” He said, “That’s fine.” I’m very close to Fritz Stern, the historian, and he helped me put the symposium together. Ultimately, a book came out of it. It had a modest impact.

As a student at Harvard in the 1950s, you aspired to be a psychoanalyst. Was this because of your Viennese background?

In part I was drawn to it because it promised much. In the 1950s and early 1960s, psychoanalysis swept through the intellectual community, and it was the dominant mode of thinking about the mind. People felt that this was a completely new set of insights into human motivation and that its therapeutic potential was significant. It was seen as the treatment that solved everything in the world, from schizophrenia to ingrown toenails. It’s amazing how it was oversold. When this turned out to be more hope than reality, things flipped in the other direction. In my case, I didn’t pursue it because I fell in love with research.

Did this overselling discredit psychoanalysis?

I think so. And it’s a shame. There are many fantastically interesting components to it that are worthwhile. The problem of psychoanalysis is not the body of theory that Freud left behind, but the fact that it never became a medical science. It never tried to test its ideas. When you asked, “How come there are not outcome studies?” you were told, “You can’t study this. How are you going to measure it?”

In fact, there were questions it was possible to ask. For instance, under what circumstances does psychoanalysis work better than a placebo? Does it work better than other kinds of therapy? Who are the best therapists for what kinds of patients?

Talk about your Nobel research on the biology of memory.

I’ve long been interested in memory. What does it look like on a physical level? When I was a very young man, my mentor Harry Grundfest said, “Look, if you want to understand the brain you’re going to have to take a reductionist approach, one cell at a time.” He was so right.

So what’s the biggest problem in psychoanalysis? It’s memory! In the late 1950s, I and a colleague, Alden Spencer, had a very significant finding when we recorded the signals a hippocampus nerve cell puts out when it communicates with other cells. A psychologist named Brenda Milner had just shown that complex memory involves the hippocampus part of the brain, which is why we picked that type of cell to study. We were able to stimulate the various pathways coming into the cell and record the synaptic input. We saw how the hippocampus cell worked, but alas, that didn’t give insight into memory.

So in the 1960s, we went to a more reductionist approach. Instead of studying complicated mammalian brain cells, we studied the neural system of a simple animal — Aplysia, a snail with a very large nerve cell. We subjected them to learning and reflex tests similar to those that Pavlov had done. We’d stimulate the animals and see what kind of reflexes were produced, and then we tested them. We discovered that the snail’s reflexes could be modified by several forms of learning, and that learning involved alterations in how nerve cells communicated with one another.

We next looked at short- and long-term memory in the snail. I began to see what happens when you convert short-term memories to long-term ones. It would turn out that short-term memory involves transient changes of the connections between the cells. There is no anatomical change. Long-term memory involves enduring changes that result from the growth of new synaptic connections.

Did this surprise you?

It was astonishing! You could double the number of synaptic connections in a very simple neurocircuit as a result of experience and learning. The reason for that was that long-term memory alters the expression of genes in nerve cells, which is the cause of the growth of new synaptic connections. When you see that at the cellular level, you realize that the brain can change because of experience. It gives you a different feeling about how nature and nurture interact. They are not separate processes.

As neuroscience moves forward, there are all kinds of new possibilities emerging. There are people who are experimenting with ways to erase unpleasant memories. Do you approve?

I have no difficulty about enhancing memory. Removing memory is more complicated. If it’s to reduce the impact of a particular trauma, I have no difficulty with that, but there are other ways to deal with it — cognitive behavior therapy, exposure therapy, drugs. To go into your head and pluck out a memory of an unfortunate love experience, that’s a bad idea.

You know, in the end, we are who we are. We’re all part of what we’ve experienced. Would I have liked to have had the Viennese experience removed from me? No! And it was horrible. But it shapes you.

[1211 words]

http://www.nytimes.com/2012/03/06/science/a-quest-to-understand-how-memory-works.html?pagewanted=2&tntemail1=y&_r=2&emc=tnt

[视听]
http://www.nobelprize.org/mediaplayer/index.php?id=1456
The Mystery of Memory (29 minutes)

This half hour documentary takes viewers on a journey of discovery, looking at some of the most exciting scientific research being done today on the biological workings of memory.
Credits: Kikim Media (production)
Copyright © Nobel Media AB 2009
作者: babybearmm    时间: 2012-4-24 06:36
本来是想把速度文和越障文对调，但无奈，速度文太长了，4000+。
又不可能割舍，破坏了完整性。
只好这样了.....

今天的话题相信大家都会感兴趣。
Ron大神曾经说过，GMAT考的是fluid intelligence，而今天的速度文章说fluid intelligence can be trained.
所以，一起加油~~
作者: kaitlynyl    时间: 2012-4-24 09:40
baby准备这么认真，我也要认真些。
2‘17   tells us a game  that makes author point out two kinds of intelligence
3’09第一段读了两遍。There are two kinds of intelligence and the details of them.Then the author points out the training of working memory can increase cognitive ability,which means directly increasing fluid intelligence.
2‘19  J’s study is influential and sth about the influence that training the working memory is working well on increasing fluid intelligence.
2'42 The results of the training experiment are provocative and K proposes the new effect of the training from psychological point.
2'28 J and his colleagues do other research to see if K's effect would happen and they succeed.They found the heart of intellectual functioning and what differentiates our species.
越障：
MI:A story of Dr.E,who gained Nobel Prize and found the working of our memory.
Introduction:Dr.E's horrible childhood until he moved to America and gained Nobel Prize.
Experiment of memory:Dr. E experimented in the 1950s and failed.Then he began tested nerve cells on snails and found that the short-term memory can make changes in the cells' connection,while the long-term memories cannot.The expression of genes in nerve cells can create new connections,changing long-term memories.
Conclusion:The brain can change because of experience and the process is not separate.Dr.E haven't found how to remove memory and he points out that everyone has precious and unique memory,so we should value it but remove it,though the memory is horrible.
作者: 199249712    时间: 2012-4-24 09:44
偶喜欢今天的内容T,T

386 2:06
The issue talks about a experiment oftraining people’s concentration.
A group of people all in blue clothes wereengaged in the experiment, using a line of apple computer. They would see a housewith several windows and a cat appearing in the window to remember which windowthe cat appeared. The tests were arranged in three levels, including level 123.whereas in level 1 people would remember the window that the cat appeared the lastone, in level 2 people would remember two windows ago and in level3 peoplewould remember three widows. Few people past level3, however, we can pass itthrough special training….surprisingly, adults and children all can improvedtheir intelligent through this test, and we can conclude that concentration isimportant to our intelligent…  so…..whenwe do CR…we should concentrate very closely- -…..哈哈我被CR洗脑了

418 2;38
1Pur intelligent is divided into twoways, including cystalled ? one and fluid one. C one is formed when we wereborn, whereas fluid one is formed when we study. However, unlike physicalability, the fluid intelligence is acknowledged impossible to change throughtraining..,
2P:the environment of forming fluidintelligence..? 记得不太清了 itmentioned tiger and tiger’s mother and the environment of school which can formour fuilding intelligence.
3P:why watching cats in window can improvedour intelligence? Because our working inteli is improved through training…..workingintelligence is not only rember a long range of tele-number, but it alsoinvolves the high ability to trait the information in our hand and reach aconclusion of a higher level.
4P:some people do a research? To findworking intelligence can be improved

384 2:14
这个实验有着深远的意义 很多人通过实验发现了同样的效果 无论是小孩还是大人而且他们还将disorders的人进行了实验 发现他们的大脑有所恢复 治疗期好想是8个月
于是就有很多人啊想参加这个实验 为的就是提高自己的working intelligence。。。然后J就说我们的application会依然持续上升的
但是这个实验是100年前做的 他们的计分标准需要修改、、J found the scores dissimal。。。
最后一段是加强结论的 说又给小孩做了一组实验 做的是对照实验 集中精力的小孩move less 了 并且发现在别的领域他们也有所提高尽管那些领域他们并没有trained过

430 2:18 看的时候不太细
4段依旧是加强结论
1P：无论怎么做试验我们都发现了同样的结果 无论怎么把小孩分组然后实验难度会engage you 你做好了2就有3等着你
2P：提到了另一个实验什么方方圆圆 从左到右黑的白的 我没仔细读。。 然后有6个选项让你选
3P：说到了working intelligence的重要性了 在生活的方方面面的帮助你
4P：还是加强结论不仅是working memery的提高了 更是智力跟mental的结合啦。。。

414       2:02 介绍了两个实验跟其结果 最后做出了总结
1P:J&B试图重复K的实验 设计了一个实验还是猫&window的那个 做的好就晋级 做的不好就down level
2P:另一个实验从earphone里听到字母并同时在电脑上点 再难一点的就是让你想three letter ago 是什么
3P：发现了这个实验有助于提高智力送了一组学生进去 一周后他们的成绩显著提高
4P：总结 working memory & cognitive control 是我们的智力的两大方面 它是我们人类物种的特殊性 是我们处理问题的依据
马上上课啦 中午回来越障=0=


1211 7:04
讲了一个生物学家的故事 介绍了他童年时期的生平 介绍了他为何选择自己的专业领域介绍他的新研究以及对于移除痛苦回忆的看法
1：笼统的介绍了文章大概说了这个人 是个犹太人 研究心理学OR心理疾病治疗OR some what。。他从未停止过研究 每年都有新研究 去年做了个什么 今年又跟一个人还有他妻子做了个什么然后得了诺贝尔生物学奖
2：说一下是我们采访的精华内容首先介绍了他八岁半时候的生平 因为他是犹太人所以童年收到不少创伤 很多同学不跟他说话 有个人还跑到他面前说我爹不让我跟你说话 他们在公园被打后来被赶出了房子 幸好他麻麻有先见之明 他们拿到了米国的visas 所以他们全家移民美国了 他跟他哥先走的 他说他很惊讶自己居然没有害怕 后来他父母跟着来的吧
3：忘了具体顺序了然后应该是他得奖后 澳大利亚追着他要纪念他 他说不用 只是想把自己的讲座记录下来然后说自己隔壁是个历史学家？ 帮他只做了讲座正评价+
4：问他为什么选择心理研究？他作为哈佛的学生 他认为心理学drawn to it more than promise it…就是各种他对心理学的感情觉得心理学很好。。。具体忘了
5：问是不是overselling 毁坏了心理学 他认为是这样的 认为这样shame 说现实中的我们应该问howto measure it 而不是how tostudy it。。 我们评价的标准是它是否比placebo好。。。对病人是不是好。
6：！忘了- -  记得是做了一堆实验来验证什么东西 后来抓了个蛇来继续做实验这个蛇有大的nerve cell。。。 然后得到了他想要的结果 并且这个结果很让他吃惊 他发现心理最重要的就是memory。。。
7：他关于抹除不好记忆的看法负评价 认为外伤好治内伤难医 而且不该治 比如自己 他痛恨作为犹太人的日子 但是他不会将其抹除
作者: CHRISTINE2010    时间: 2012-4-24 09:56
占。。
作者: phoebe0624    时间: 2012-4-24 10:21
速度
01'17''
01'41''
01'25''
01'39''
01'27''

越障
A man who won the Nobel price in physiology
personal experience：childhood- did not like to talk in the school and under the Vinnese background. So he came to American.
Research：Harvard education for phychoanalyst; memory experiment：a- connect cells with others cell-not success;b-reduction-neural systme from snail-short term changes the connection between cells, long term changes result from new growth of synaptic connections.
Unhappy experience：for theray is good, but the experience shaped  people, we were all part of what we have experienced.

太喜欢这视频了，谢谢baby！！
作者: tthere    时间: 2012-4-24 10:58
baby姐虽然觉得原来的专业不适合自己但还是愿意在这方面研究呀~~~~文章好长，我只能读懂的大概，很笼统很笼统的大概~~
2‘01
2'27
2'43
2'18
1'55
越障 7‘11
采访
小时候移民的经历
有关获奖的研究 具体有提到之前的研究、他所做的研究，这里什么实验方法什么的我完全看不懂也记不住呀怎么办？
有些人对。。家的误解
研究结果
他对“记忆的”一些看法
作者: CCcarol    时间: 2012-4-24 11:17
今天的作业~

速度：
1’59
我能不能用一句话来概括呢...practise makes prefect~
2'22
Discuss resources of intelligence- crystallized intelligence and fluid intelligence.
1'54
Jaeggi’s study has been widely influential just like others' results similar to Jaeggi’s not only in elementary-school children but also in preschoolers, college students and the elderly.
2'17
这段读的有点儿混乱~ 看明白了physical and mental 结合之类的~
1‘59
Jaeggi and Buschkuehl 想重新做试验看看那结果是否和Klingberg的一样~ 在小孩子身上做实验~ 奖励层级之类的~ 这些学生在一段日子的训练之后，试验效果有显著的提升.

越障：5’55 （PS：关于 "Random House” 兰登书屋~ 第一次听说这个出版社是在电影-The Holiday-恋爱假期里的~ 男主角Jude Law的母亲是兰登书屋的编辑~ 觉得这个名字好好听~ 大家有时间去看一下啦~ 很浪漫的轻喜剧~ 同出演的还有Cameron Diaz、Kate Winslet 我肿么记这些就这么牢的！！！）
好了~转正题~
讲的是关于Eric教授研究记忆方面的成果~ 也有关于精神分裂症（schizophrenia 新单词~ 混眼熟~）
主人公小时候挺可怜的~ 周围木有犹太族的盆友~ 就被嫌弃了~ 于是不得不离开家乡去了美国~一路上旅途十分艰辛~
但是当获得诺贝尔奖之后~ 澳大利亚的人又把他认回来了~ 可是Eric就不开心了~ 以前抛弃我，现在出名了就找上门了~ 不带这样的~ 俺们是纯种移民美国人~
然后他发现他研究的心理学领域很占优势~ 似乎能解决所有的问题~并且，他十分热爱他所投身的事业~
而且他发现，不同病人的问题得对症下药~
之后的重要发现就是长短记忆了~ 各有不同的优势~
最后, 他发现, 储存记忆并不难, 难的是移除记忆~ 那段童年的回忆对他很痛苦, 但他并不想遗忘那段回忆~ 因为那段回忆能够激励他~
最后一句话真的好喜欢诶~
You know, in the end, we are who we are. We’re all part of what we’ve experienced.
作者: teddybearj4    时间: 2012-4-24 12:44
姐姐每次都准备得好用心，还有audio supplement！赞个~么么~

占个位置先~PS：上邪做的好认真啊~
作者: babybearmm    时间: 2012-4-24 17:08
上邪好认真啊~~真赞

偶喜欢今天的内容T,T

386 2:06
The issue talks about a experiment oftraining people’s concentration.
A group of people all in blue clothes wereengaged in the experiment, using a line of apple computer. They would see a housewith several windows and a cat appearing in the window to remember which windowthe cat appeared. The tests were arranged in three levels, including level 123.whereas in level 1 people would remember the window that the cat appeared the lastone, in level 2 people would remember two windows ago and in level3 peoplewould remember three widows. Few people past level3, however, we can pass itthrough special training….surprisingly, adults and children all can improvedtheir intelligent through this test, and we can conclude that concentration isimportant to our intelligent…  so…..whenwe do CR…we should concentrate very closely- -…..哈哈我被CR洗脑了

418 2;38
1Pur intelligent is divided into twoways, including cystalled ? one and fluid one. C one is formed when we wereborn, whereas fluid one is formed when we study. However, unlike physicalability, the fluid intelligence is acknowledged impossible to change throughtraining..,
2P:the environment of forming fluidintelligence..? 记得不太清了 itmentioned tiger and tiger’s mother and the environment of school which can formour fuilding intelligence.
3P:why watching cats in window can improvedour intelligence? Because our working inteli is improved through training…..workingintelligence is not only rember a long range of tele-number, but it alsoinvolves the high ability to trait the information in our hand and reach aconclusion of a higher level.
4P:some people do a research? To findworking intelligence can be improved

384 2:14
这个实验有着深远的意义 很多人通过实验发现了同样的效果 无论是小孩还是大人而且他们还将disorders的人进行了实验 发现他们的大脑有所恢复 治疗期好想是8个月
于是就有很多人啊想参加这个实验 为的就是提高自己的working intelligence。。。然后J就说我们的application会依然持续上升的
但是这个实验是100年前做的 他们的计分标准需要修改、、J found the scores dissimal。。。
最后一段是加强结论的 说又给小孩做了一组实验 做的是对照实验 集中精力的小孩move less 了 并且发现在别的领域他们也有所提高尽管那些领域他们并没有trained过

430 2:18 看的时候不太细
4段依旧是加强结论
1P：无论怎么做试验我们都发现了同样的结果 无论怎么把小孩分组然后实验难度会engage you 你做好了2就有3等着你
2P：提到了另一个实验什么方方圆圆 从左到右黑的白的 我没仔细读。。 然后有6个选项让你选
3P：说到了working intelligence的重要性了 在生活的方方面面的帮助你
4P：还是加强结论不仅是working memery的提高了 更是智力跟mental的结合啦。。。

414       2:02 介绍了两个实验跟其结果 最后做出了总结
1P:J&B试图重复K的实验 设计了一个实验还是猫&window的那个 做的好就晋级 做的不好就down level
2P:另一个实验从earphone里听到字母并同时在电脑上点 再难一点的就是让你想three letter ago 是什么
3P：发现了这个实验有助于提高智力送了一组学生进去 一周后他们的成绩显著提高
4P：总结 working memory & cognitive control 是我们的智力的两大方面 它是我们人类物种的特殊性 是我们处理问题的依据
马上上课啦 中午回来越障=0=


1211 7:04
讲了一个生物学家的故事 介绍了他童年时期的生平 介绍了他为何选择自己的专业领域介绍他的新研究以及对于移除痛苦回忆的看法
1：笼统的介绍了文章大概说了这个人 是个犹太人 研究心理学OR心理疾病治疗OR some what。。他从未停止过研究 每年都有新研究 去年做了个什么 今年又跟一个人还有他妻子做了个什么然后得了诺贝尔生物学奖
2：说一下是我们采访的精华内容首先介绍了他八岁半时候的生平 因为他是犹太人所以童年收到不少创伤 很多同学不跟他说话 有个人还跑到他面前说我爹不让我跟你说话 他们在公园被打后来被赶出了房子 幸好他麻麻有先见之明 他们拿到了米国的visas 所以他们全家移民美国了 他跟他哥先走的 他说他很惊讶自己居然没有害怕 后来他父母跟着来的吧
3：忘了具体顺序了然后应该是他得奖后 澳大利亚追着他要纪念他 他说不用 只是想把自己的讲座记录下来然后说自己隔壁是个历史学家？ 帮他只做了讲座正评价+
4：问他为什么选择心理研究？他作为哈佛的学生 他认为心理学drawn to it more than promise it…就是各种他对心理学的感情觉得心理学很好。。。具体忘了
5：问是不是overselling 毁坏了心理学 他认为是这样的 认为这样shame 说现实中的我们应该问howto measure it 而不是how tostudy it。。 我们评价的标准是它是否比placebo好。。。对病人是不是好。
6：！忘了- -  记得是做了一堆实验来验证什么东西 后来抓了个蛇来继续做实验这个蛇有大的nerve cell。。。 然后得到了他想要的结果 并且这个结果很让他吃惊 他发现心理最重要的就是memory。。。
7：他关于抹除不好记忆的看法负评价 认为外伤好治内伤难医 而且不该治 比如自己 他痛恨作为犹太人的日子 但是他不会将其抹除
-- by 会员 199249712 (2012/4/24 9:44:58)

作者: babybearmm    时间: 2012-4-24 17:11
我对science一直很感兴趣的，只是不喜欢亲力躬为的bench work. 我原来学的不是neuroscience，但我现在越来越喜欢这方面啊，我的NYT的news alert都设了这方面话题的。其实就neuroscience这话题再让我安排n次速度越障我都有现成的文章

2'43
2'18
1'55
越障 7‘11
采访
小时候移民的经历
有关获奖的研究 具体有提到之前的研究、他所做的研究，这里什么实验方法什么的我完全看不懂也记不住呀怎么办？
有些人对。。家的误解
研究结果
他对“记忆的”一些看法
-- by 会员 tthere (2012/4/24 10:58:17)

作者: bank11    时间: 2012-4-24 17:20
1. 1'48
2. 2'19
3. 1'48
4. 2'22
5. 2'08
喜欢今天的速度，文章下下来一口气读完了~~

越障：6'33
The whole passage is talking about a Nobel Price winner. His past experience and his study
1. Why and when he moved to America
2. Why he chosed "memory" field
3. How he react to his homeland's recognization when he won Nobel Price
4. Whether "overselling" blocks his field
5. How he performed the experiment---begin with snails
6. Whether it is a good idea to remove badmemories?--Not at all. All experiment, whether good or bad, shapes you.
作者: whitethelittle    时间: 2012-4-24 19:29
2:19
3:19
2:51
3:00
2:08
今天的速度好难啊~~
作者: zada2010    时间: 2012-4-24 19:30
第一次跟着小分队行动！！感谢baby分享的文章！！相信经过一段时间的练习，intelligence一定会上去的！！我要督促自己每天都要来！！今天第一篇忘计时了，
第二篇：2‘49
            2’24
            2‘39
           2’18
作者: haibaraaifly    时间: 2012-4-24 19:55
今天关于的体裁很有意思噢，不过好难，都没怎么理解好...感谢~~
速度：
1'29  1'57  1'31  1'45  1'37
越障：
7’29
诺奖得主A尽管高龄仍然在作者研究
针对他最近的研究成果提了几个问题，如：
当纳粹入侵维也纳时你几岁？当你获得诺奖时奥地利人有没有来追捧你？你想成为一名P家和你的维也纳背景有关系麽？
同时该诺奖得主A说了一下他关于记忆的一些看法，他们做了关于蜗牛的实验，证明记忆是与经验和训练有关，并且加强记忆力并不难，不过要消除记忆则比较困难而且从主观上他也不愿意。
作者: pigwang1127    时间: 2012-4-24 20:47
速度
3:00
2:23
2:00
2:25
1:48
越障 6:11
1.提到一名學者基本資料
2.移民的歷史
3.得獎的遇到的狀況:別國家要表揚?
4.進行有關記憶的實驗與其他學科(神經?)的比較與結果

第一次這樣寫大綱,真的不太順
作者: 亲亲麦小兜    时间: 2012-4-24 21:40
1.2'40
2.3'24
3.2'48
4.3'06
5.2'11
越障：8'38
第一次跟，觉得很有用，会坚持的。前面我自己有在看NY TIMES的一些评论文章，感觉好像政治性的多一些，而且不过每个月只能看10篇，过了就要付费了，还是这里好丫~
http://topics.nytimes.com/top/opinion/editorialsandoped/editorials/index.html

“it was horrible. But it shapes you”
作者: 亲亲麦小兜    时间: 2012-4-24 21:41
另外，这些文章是不是只看一次？
作者: ahasusanna    时间: 2012-4-24 22:32
下了Raven’s Progressive Matrices（见附件），有空测一测
baby姐又让俺们长见识了~
作者: Yolanda妍    时间: 2012-4-24 22:32
果然每次baby姐姐的文章都很喜欢呐
作者: Yolanda妍    时间: 2012-4-24 22:41
速度：2'28  2'53  2'26  2'38  2'25
越障：8'40
是关于一个获得Nobel Prize的学者的访谈
一、介绍其研究成就
二、访谈内容：1.童年经历，经历过纳粹什么的
2.获得诺贝尔奖后，Austria wants to recognize him, but he said it's an American Jewish Nobel Prize.
3.因为觉得psychoanalyst很有前景，而且喜欢研究，所以研究它。
4.忘记了···
5.关于memory的research
6.结果很令人惊奇，brain can change with experience
7.用新的记忆去覆盖不好的记忆并不是治疗心灵创伤的好方法，毕竟那些经历make who you are
作者: ahasusanna    时间: 2012-4-24 22:54
You know, in the end, we are who we are. We’re all part of what we’ve experienced. Would I have liked to have had the Viennese experience removed from me? No! And it was horrible. But it shapes you.

喜欢这句+1，果然科学和哲学是分不开的哈哈
作者: ahasusanna    时间: 2012-4-24 22:57
CC让我也记住了Random House哈哈
作者: 浅吟天    时间: 2012-4-24 23:02
速度03:43 03:57 03:08 03:51 03:12 （把速度贴出来也是需要勇气的，有木有！）
越障 11:06

采访了一位得了诺贝尔奖82岁还在搞科研的教授
1，    问你还记得在V的那段生活吗。-回顾了他和哥哥alone to American
2，    又是一个A地方的人拿了诺贝尔奖，你有什么看法。-I’m 美籍犹太人
3，    你开始是想学神经学的?-在五六十年代那东西被吹捧的很厉害，能解决一切问题。当然，I fall in love with science
4，    。。关键的东西却不记得了。 做了个研究H动物神经的实验，又在蛇上做过,训练它们。。什么观察短期记忆怎么转换为长期。得到了long memory 的什么结论。。（唉，关键的没读懂有什么用）
5，    We are who we are. 若要移走我v的那段记忆，我会说no,because that shapes me.

主要的障碍还是有好多专业点的词就不认识了，影响理解。对学术性的文章真的只有读才行啊。。
作者: 双色鹿    时间: 2012-4-24 23:17
前几天总是在我交作业前断电！
1. 1min29s
2. 1min48s
3. 1min48s
4. 1min40s
5. 2min1s
越障  6min19s
作者: liulu007    时间: 2012-4-25 00:35
2'26   4'21   1'52   1'30
速度：MI:好像是讲怎么让自己变得smarter？
先说了一个人做了个实验，发现了不同年龄的记忆能力不同。
研究为什么？因为work inteligine和memory interligine。（不知道拼写对不对）
又做了个什么实验，各个年龄段都有。后面忘记了。。。
越障：7'28
讲采访一个人发表了一个关于记忆的东东。。。那人研究过烟草和可卡因的关系。
Q：几岁在vennia？
8.5岁。好像在那个地方很孤独。后来走了？
Q：获得诺贝尔时什么样？
在澳大利亚引起轰动，说澳大利亚人赢诺贝尔。但是他说自己是美国人。
Q：回忆怎么发现？
好像挺长久的才发现。。。和同事一起做实验啊。。。不记得了后面。。。
Q：后面的忘记啦。。。晕。。。下回一定试试画草图。。。
作者: babybearmm    时间: 2012-4-25 06:07
That's insightful!
I think you may also like this
http://www.brainpickings.org/index.php/2012/04/11/the-age-of-insight-eric-kandel/

The Age of Insight: How the Cross-Pollination of Art and Science in Early 20th-Century Vienna Shaped Modern Culture

You know, in the end, we are who we are. We’re all part of what we’ve experienced. Would I have liked to have had the Viennese experience removed from me? No! And it was horrible. But it shapes you.

喜欢这句+1，果然科学和哲学是分不开的哈哈
-- by 会员 ahasusanna (2012/4/24 22:54:36)

作者: ahasusanna    时间: 2012-4-25 12:24
baby姐是百宝箱咩嚯嚯嚯~
只可惜链接打不开，知道baby姐人好，不过不用麻烦贴附件啦，持续关注你的阅读文章就会收获很多的！
希望在baby姐的倾情奉献下攻克G的科技阅读！！
作者: clover928    时间: 2012-4-25 20:03
2:18
2:19
2:17
2:17
1:48
~~
貌似我只记得很多USELESS DETAILs。。。科技文，我要打倒你！！~
1.Introduction of Dr.E. He was 80 years old, but he is still doing new research.
2.His experience during the Nazis:
1)His non-jewish friends kept away from him.
2)His families were boot out their house .
3)Fortunately, his mom had a foresight and apply for visa of US.
3.sth about his research??...
4.When he won the Nobel Prize, Austria announced their scientist,but Dr.E said an Jewish American won this prize....his suggestion?..
5.When he studied in Harvard University, he was interested in ?? disease...
6.Can you sb their memory?   ---No. He can't forget his experience in VIENNA, but it shaped him.
作者: alandiyer    时间: 2012-4-25 20:13
[计时一] 2:39

[计时二] 3:25

[计时三] 3:30

[计时四] 3:00

[计时五] 2:24
[越障] 8:00


82岁的诺贝尔奖获得者eric仍然在持续他的研究。


讲述了她小时候在家乡受欺负，小朋友们都不带他玩，受排挤。后来他妈妈带他移民来来到美国.

获奖之后，澳大利亚人又来认亲，然后eric很不高兴，说我是美国人，总理要感谢他，他和历史学家FS一起开了学术研讨会，并且谢了一本书，但是影响不大。

心理分析在1950年代风靡并且主导思潮，人们认为心理分析无所不能，但是eric认为被夸大了，她并没有从事这项研究。

eric认为心理分析被夸大，然后认为心理分析的问题不是来自于弗洛伊德，而是因为这不是医学研究。

说了他的研究过程，年轻时候导师说用用简单的方法进行研究，首先研究H，但是没什么进展，然后研究一种蜗牛，发现蜗牛可以通过学习改变很多行为，后来有研究蜗牛的短期和长期记忆，发现短期记忆可以导致细胞的短崭变化，而长期记忆可以产生长久的变化，导致新的知觉连接。
Did this surprise you?

对于长期记忆可以导致新的知觉连接，eric十分惊讶，然后探讨了原因，认为自然和非自然的相互作用不可分割。

关于去除记忆的看法，eric给了否定的答案，并且用自己做了例子，他不会去除少年时不开心的记忆。
[1211 words]
作者: kevin405hu    时间: 2012-4-25 20:58
2'29
2'51
2'26
2'43
2'09

7'04
作者: livia2012    时间: 2012-4-25 22:29
工作的人真是伤不起，最后一篇越障还没来得及做，先把前面的速度贴上来吧，明天补上.....
计时1  2‘01
计时2  1’57‘
计时3  1’41
计时4 2‘15
计时5 1’58

忍着各种干扰看完的...其中第四段下午看完后就被打断，第五段刚刚看完，没法逐一写内容了。我简单写写吧。下次一定严格按照要求来。

主要讲述的是一个实验。全文以一个实验开头，找了一帮芝加哥郊区学校的三年级学生，一人一台电脑，每个电脑屏幕上有蓝天，房子，蝙蝠什么的，然后一只黑猫会出现在房子的五个窗户中的一个，出现时如果指出出现的明确位置则得分，分为1,2,3,4级，每升高一级，需要记住的就更多，比如2级的时候，就要记住2个时间段前的猫出现在哪个窗户，以此类推；
然后发现，到3级以后，及时成年人也很难完成了。那么经过训练一段时间后，发现这个识别能力显著提高；
随后指出，有两种记忆，一种是crystallized memory,一种是fluid memory，也是这五段文章探讨的重点，前者随着年龄的增长会增强，主要来源于经验和逻辑思维，后者则会随着年龄而降低。
又做实验，对受过脑创伤的人和正常人，发现，即使训练时间不长，脑创伤的人也会在试验中表现的比正常人强；
说明fluid memory是可以经过训练增强的....省略若干支持的实验和论点，包括做一个矩阵的实验，描述矩阵实验，找图形，拼图形等

第五段，说两个人又做实验为了看能否transfer kingberg?的effect。又设计了一种k-back的实验。实验也分等级，没级上升就难度增强。实验会对某个字母发出特殊的器奇怪声音或者还会让你记住图形——到难度三级别的时候，要求同时在键盘上打出声音相对的字母，并且打出表示图形的健。经过训练的人效果明显优于他们在接受训练前的效果，即使每周只训练2-3次。那两个实验设计者拿着这个成果到密歇根大学找一个教授去准备发表这个理论了。作者坐在他们的实验室地板上听着他们讲这个故事（最后一句基本上没仔细看）
作者: 泾渭不凡    时间: 2012-4-25 23:16
速度：
1'48''；2'07''；1'46''；2'00''；1'51''。
越障：
A new book written by a Nobel Prize-winner and his partner will be released.
interview:
Q: 纳粹进攻维也纳的时候您多大？（纳粹和维也纳真心不会写啊..o(╯□╰)o）
A: younger than 10 (I cannot recall the number..)....由此看出作者是犹太人...There are so many unfair limits. The author and his families go to America....
Q: 问获奖之后。。奥地利人怎样。。
A: 联想一下那个美籍华裔获得诺奖之后的一系列....香蕉很多的...
Q: 寻求职业选择的人生经历所占影响的比重。
A: 各种学术本身魅力阐述~时代背景讲解~承认独特的人生经历有影响。
-----------------------------------------------
后面。。。混乱咯。。。
我觉得我的大脑容量有问题。。。
作者: sylvia0504    时间: 2012-4-26 00:11
2、2“45    the intelligence is divided into two flavors: crystalized and fluid intelligence,the former is grows as our age, and the latter one is formed in the early times about in the college, and it also the most important element in solveing problems of our life.
3、2”10   the study is making to improve the fluid intelligence, but it seems have profound influence to those who have ADHD diorders testers.
4、2“30   let the students take the matrices game, which is the gold standrads of test fluid intelligence, but the result was that few test takers had conqourd it. it's not a good news because the matrices is like an central parttern of our life.
5、2"      the researchers found that the pass rate of the game can be boosted by take trains everyday in a few weeks later. and the skill is the paramount founction of intelligence.


6.  the protagonist , who is a gainer of nobel prize. his research is about how to improve our memory. the article is about his past life ---how he migrate from australia to america,  how he choose the major of psychology, and how he discover his new point of memory---before he is famous. and last the journalist ask him is there have any solutions to erase the memory ? and he answers" it is more intricate to solve it , and he thinks it is an horrible thing to think about that, because it is an part of your life, shapes you who you are today.
作者: yuerong    时间: 2012-4-26 09:23
标题: re
3“02. From achieving the level games can improve Children grasp better and quickly, extent to play the game literally makes people smarter.


3'58 fluid-intelligence is from the gene and iq, could changed, but the working memory from the training can increase basic cognitive skills.


3'39 J 's experience was a proof, the training of working memory actually can improve the fluid intelligence.

3'35 Still working memory can improve the fluid intelligence.


3'46 Working memory and cognitive control are the heart of intellectual functioning. Children make a big progress from playing the N back games and Matrix game 20-25 m perday.


8'33 Memory can be enhanced or moved which relating our nerve system.

The speed is too slow, but I will insist on the readings day by day.
作者: lminj    时间: 2012-4-26 20:47
2‘     2’27   1‘59   2’13    1‘56          6’51越障 脉络很清晰，第一段现实介绍北京，有个AMERICAN JEWISH获诺贝尔奖的神经学家和她的同事出了一本新书，然后是以采访的形式，对这个人进行介绍：首先是这个人生活的背景，在他原来生活的国家一直受欺负，后来全家依次移民到美国；获得诺贝尔讲后有原来国家的报纸称它为民族的骄傲，但是他只是说是他是一个AMERICAN JEWISH的；之后是他在上大学，说研究mind很流行；之后一段是说他认为discredit psychoanalysis is a shame；然后追述他bio的过程——是受一个同事的启发，加上本身对记忆有兴趣，开始用snail研究，snail有明显的cell，的处的效果非常明显，后来总结说人的记忆力是可以通过experience影响改变的；最后一段非常清楚，说人们是否可以通过这种方法将不愉快的记忆抹去，他说应该不成问题？，但是这可以通过drag啊 等deal with 并且说其实不愉快的经历可以shape people,况且他也没有将自己在VENESSA的记忆抹去
作者: 秋晨小仔    时间: 2012-4-27 22:49
2‘22
2’54
2‘31
2’48
2‘36

越障
    8‘05
一位美国犹太科学家
    出生在纳粹执政的奥地利。
    当他8岁的时候怎么样了。。。
    然后说他获诺贝尔奖了，然后奥地利的媒体就说：啊.又一个奥地利诺奖！然后这个人就淡定的说：谁是你奥地利，我是个美国人。我不需要名誉，我就是想让你们给V大学点好处。



啊啊啊根本读的就是云里雾里的。。。肿么办。。。还是太关注细节了。。。
作者: 猫咪团团    时间: 2012-5-1 15:51
2：04
2：40
2：21
2：13
1：28

7：20
An interview of Nobel prize winner Eric R.K and his theory.
1) When Natzi in Venna, he was 8.5, and was abanned by none-Jwelsh neigbour. He lived in fear but luckily, his mother successfully got the U.S. visa and brought his family to U.S.
7)Is there any method to make some memory out? Eric opposed to erase the memory, for it was all the memories that make you grow, e.g. the Nazti experience for his own.
呃...就记住了这一头一尾...
作者: sodaXJM    时间: 2023-9-25 14:59
速度：2.00；3.00；2.14；2.10；2.20
智力：通过训练可以提高智力，其中liquid intelligence是根本智力
智力分类：智力分为crystallized intelligence和liquid intelligence，前者随着年龄增长，后者在大学达到顶点后开始下滑。liquid intelligence更加重要和灵活
提升智力方法：科学家K发现可以通过记忆力训练提高liquid intelligence
提升智力方法的应用：对智力和天赋没要求，只需要每天花一点时间进行训练，长期下来可以提高liquid intelligence。学生、一些脑部疾病患者和大学教授运用了发现有效果。
另外一个实验：测试记忆力的实验，有两个科学家想要复制K的理论，设计了一个复杂的实验去测试智力

越障：是一个采访，絮絮叨叨看不进去ORZ




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