CET6 仔细阅读 24年6月第三套-C2 可变性这一块

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Variability is crucially important for learning new skills. Consider learning how to serve in tennis. Should you
always practise serving from the exactly same location on the court, aiming at the same spot? Although practising in
more variable conditions will be slower at first, it will likely make you a better tennis player in the end. This is because
variability leads to better generalisation of what is learned.

This principle is found in many domains, including speech perception and learning categories. For instance,
infants will struggle to learn the category “dog” if they are only exposed to Chihuahuas, instead of many different
kinds of dogs.

“There are over ten different names for this basic principle,” says Limor Raviv, the senior investigator of a recent
study. “Learning from less variable input is often fast, but may fail to generalise to new stimuli.”

To identify key patterns and understand the underlying principles of variability effects, Raviv and her colleagues
reviewed over 150 studies on variability and generalisation across fields, including computer science, linguistics,
categorisation, visual perception and formal education.

The researchers discovered that, across studies, the term variability can refer to at least four different kinds of
variability, such as set size and scheduling. “These four kinds of variability have never been directly compared —
which means that we currently don’t know which is most effective for learning,” says Raviv.

The impact of variability depends on whether it is relevant to the task or not. But according to the “Mr. Miyagi
principle”, practising seemingly unrelated skills may actually benefit learning of other skills.

But why does variability impact learning and generalisation? One theory is that more variable input can highlight
which aspects of a task are relevant and which are not.

Another theory is that greater variability leads to broader generalisations. This is because variability will represent
the real world better, including atypical (非典型的) examples.

A third reason has to do with the way memory works: when training is variable, learners are forced to actively
reconstruct their memories.

“Understanding the impact of variability is important for literally every aspect of our daily life. Beyond affecting
the way we learn language, motor skills, and categories, it even has an impact on our social lives,” explains Raviv. “For
example, face recognition is affected by whether people grew up in a small community or in a larger community.
Exposure to fewer faces during childhood is associated with diminished face memory.”

“We hope this work will spark people’s curiosity and generate more work on the topic,” concludes Raviv. “Our
paper raises a lot of open questions. Can we find similar effects of variability beyond the brain, for instance, in the
immune system?”

题目一

51. What does the passage say about infants learning the category “dog” if they are exposed to Chihuahuas only?
A. They will encounter some degree of difficulty.
B. They will try to categorise other objects first.
C. They will prefer Chihuahuas to other dog species.
D. They will imagine Chihuahuas in various conditions.

关于婴儿学习种类的狗 如果他们只接触了吉娃娃 ，文章说了什么

A 他们将相遇会有一些程度的困难

B 他们将分类与其他目标

C 他们将更喜欢吉娃娃比起其他狗的种类

D 他们将想象吉娃娃在各种状况

盯住目标

This principle is found in many domains, including speech perception and learning categories. For instance,
infants will struggle to learn the category “dog” if they are only exposed to Chihuahuas, instead of many different
kinds of dogs.

婴儿将很难学习到狗的种类如果他们只接触吉娃娃，而不是不同种类的狗

检索思路，反复思考

A 很直接了

题目二

52. What does Raviv say about the four different kinds of variability?
A. Which of them is most relevant to the task at hand is to be confirmed.
B. Why they have an impact on learning is far from being understood.
C. Why they have never been directly compared remains a mystery.
D. Which of them is most conducive to learning is yet to be identified.

Raviv说了什么 关于4个不同的可变性

A 哪个是最有关联在手头中的任务还在被确认

B 为什么他们学习的影响还远被理解

C 为什么他们从不直接比较保留着迷

D 哪个是最有利于学习的还在被识别

盯住目标

The researchers discovered that, across studies, the term variability can refer to at least four different kinds of
variability, such as set size and scheduling. “These four kinds of variability have never been directly compared —
which means that we currently don’t know which is most effective for learning,” says Raviv.

这四个不同的可变性从未被直接比较-哪个意味着我们目前不知道的最有效的学习

检索思路，反复思考

D 说的好

题目三

53. How does one of the theories explain the importance of variability for learning new skills?
A. Learners regard variable training as typical of what happens in the real world.
B. Learners receiving variable training are compelled to reorganise their memories.
C. Learners pay attention to the relevant aspects of a task and ignore those irrelevant.
D. Learners focus on related skills instead of wasting time and effort on unrelated ones.

理论的其中之一如何解释着学习新技能 可变性的重要性

A 学习者看待可变的训练作为典型的真实世界发生的

B 学习者接受可变性训练被迫重新组织他们的记忆

C 学习者专注不同方面的任务和忽略这些无关的方面

D 学习者关注联系技能而不是浪费时间努力无意义的技能上

盯住目标

But why does variability impact learning and generalisation? One theory is that more variable input can highlight
which aspects of a task are relevant and which are not.

一个理论更加可变性的输入可以强调哪个方面的任务是关联的，哪个不是

这里没有出现学习者，往下看

A third reason has to do with the way memory works: when training is variable, learners are forced to actively
reconstruct their memories.

重构记忆来了

检索思路，反复思考

D

题目四

54. What does the passage say about face recognition?
A. People growing up in a small community may find it easy to remember familiar faces.
B. Face recognition has a significant impact on literally every aspect of our social lives.
C. People growing up in a large community can readily recognise any individual faces.
D. The size of the community people grow up in impacts their face recognition ability.

关于人脸识别，文章说了什么

A 人们成长在小社区可能发现很容易记住熟悉的脸

B 人脸识别有显著的影响在文学的每个方面，在我们的社会生活

C 人们成长在大社区可以轻易识别任何个人的脸

D 社区的大小的人的成长在影响他们的脸的识别能力

盯住目标

“Understanding the impact of variability is important for literally every aspect of our daily life. Beyond affecting
the way we learn language, motor skills, and categories, it even has an impact on our social lives,” explains Raviv. “For
example, face recognition is affected by whether people grew up in a small community or in a larger community.
Exposure to fewer faces during childhood is associated with diminished face memory.”

人脸识别有影响通过是否人们成长在小社区或在大社区

检索思路，反复思考

送分 D

题目五

55. What does Raviv hope to do with their research work?
A. Highlight which aspects of a task are relevant and which are not to learning a skill.
B. Use the principle of variability in teaching seemingly unrelated skills in education.
C. Arouse people’s interest in variability and stimulate more research on the topic.
D. Apply the principle of variability to such fields of study as the immune system.

Raviv希望做什么在研究工作

A 强调任务的方面的关联和哪个无关学习的技能

B 用可变性的原则去教看似无关联的技能在教育

C 激发人们感兴趣在可变性和激励更多主题的研究

D 应用这个可变性的原则去学习免疫系统的领域

盯住目标

“We hope this work will spark people’s curiosity and generate more work on the topic,” concludes Raviv. “Our
paper raises a lot of open questions. Can we find similar effects of variability beyond the brain, for instance, in the
immune system?”

我们希望工作将激发人们的好奇和产生更多关工作在这个主题上

检索思路，反复思考

又送 C

这篇文章我给它 6.3/10