有聲英文閱讀-9  有聲英文閱讀-關於飲食的幾種錯誤觀點 (Fallacies about Food)

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Fallacies about Food 關於飲食的幾種錯誤觀點

     Many primitive peoples believed that by eating an animal they could get some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast as the deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies.
     Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty. Tomatoes also were believed to have magical powers. They were called love apples and were supposed to make people who ate them fall in love.
     Later another wrong idea about tomatoes grew up - the idea that they were poisonous . How surprised the people who thought tomatoes poisonous would be if they could know that millions of pounds of tomatoes were supplied to soldiers overseas during World War II.
     Even today there are a great many wrong ideas about food. Some of them are very widespread.
     One such idea is that fish is the best brain food. Fish is good brain food just as it is good muscle food and skin food and bone food. But no one has been able to prove that fish is any better for the brain than many other kinds of food.
     Another such idea is that you should not drink water with meals. Washing food down with water as a substitute for chewing is not a good idea, but some water with meals has been found to be helpful. It makes the digestive juices flow more freely and helps to digest the food.
     Many of the ideas which scientists tell us have no foundation have to do with mixtures of foods. A few years ago the belief became general that orange juice and milk should never be drunk at the same meal . The reason given was that the acid in the orange juice would make the milk curdle and become indigestible. As a matter of fact, milk always meets in the stomach a digestive juice which curdles it; the curdling of the milk is the first step in its digestion. A similar wrong idea is that fish and ice cream when eaten at the same meal form a poisonous combination.
     Still another wrong idea about mixing foods is that proteins and carbohydrates should never be eaten at the same meal. Many people think of bread , for example, as a carbohydrate food. It is chiefly a carbohydrate food, but it also contains proteins. In the same way, milk, probably the best single food, contains both proteins and carbohydrates. It is just as foolish to say that one should never eat meat and potatoes together as it is to say that one should never eat bread or drink milk.

     許多原始時代的人都相信，若是吃了某種動物就能得到那種動物所具備的某些優良特性。例如，他們認為，若是吃鹿肉就能跑得跟鹿一樣快。某些野蠻中部落的吃人生番相信，若把在戰鬥中表現得很勇敢的敵人的肉吃掉了，那就會使自己變得勇敢。因為那些人很想使自己變得像敵人一樣地強壯和勇敢，這才開始有了人吃人的作法。
     在開化了的人們當中，一度認為生薑的根，有種魔力可以改善人的記憶力；認為蛋類的食品能使人的嗓音變得甜美；西紅柿也有些魔力，把西紅柿叫做愛情蘋果，人們認為吃了西紅柿的人會墮入情網。
     關於西紅柿後來又生出來一種錯誤觀點--西紅柿有毒。在第二次世界大戰期間，數百萬磅的西紅柿曾供應給海外的士兵食用，那些認為西紅柿有毒的人們，若是知道了這一史實，他們該會大吃一驚。
     即使在今天，關於飲食也有許許多多的錯誤觀點。其中有些錯誤觀點流傳甚廣。
     一種錯誤觀點就是認為魚是最佳的健腦食品。之所以認為魚是一種很好的健腦食品，只是因為吃魚對人的肌肉、皮膚和骨骼發育有好處。但是沒有任何人能證明魚對人的大腦比其他許多種食物都更加有什麼好處。
     還有一種錯誤觀點就是，就餐時不應該喝水，用水作為一種咀嚼的代替物而把食物衝下去到胃裡並不是一個好點子。但是人們發現就餐時喝點水的確有好處，水可以使胃的消化液更加自由地流動，這有助於消化食物。
     有些科學家告訴我們的許多觀點都是些根本沒什麼根據的。之所以有這些沒根沒據的觀點都是由於各種食物的互相搭配不當所產生的。幾年前有種看法很普遍，那就是在同一餐中絕不應當又喝橙汁又喝牛奶，因為橙汁中的酸性物質會使牛奶凝結成乳塊因而消化不了。事實上，牛奶在胃裡總會遇到胃的消化液，而這種胃液總是要把牛奶變成乳塊的。把牛奶變成乳塊是在消化牛奶的過程中的第一個步驟。還有一種類似的錯誤觀點，就是在同一餐中又吃魚肉又吃冰淇淋（甜筒）會形成一種有毒的化合物。
     關於搭配食物還有一種錯誤觀點，那就是在同一餐中不能既吃蛋白質又吃碳水化合物（澱粉）。例如，很多人認為硯是碳水化合物（澱粉）食品。是的，麵包裡主要是澱粉，可是麵包裡也含有蛋白質。同理，牛奶也許是既含有蛋白質也含有澱粉的最好的一種食品了。如果說不能把肉和土豆一起吃，這正像說不能吃麵包同時又喝牛奶一樣，這兩種說法都是同樣愚蠢的。

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有聲英文閱讀-8  Short-term Memory  短時記憶

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Short-term Memory  短時記憶

     There are two kinds of memory: short-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exams often have this experience. In contrast, information in short-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to themselves.
     Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.
     Dr. Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors. There was a light in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released form its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to wait more than ten seconds, it could not remember the correct door. Hunter's results show that rats have a short-term memory of about ten seconds.
     Later, Dr. Henning studied how students who are learning English as a second language remember vocabulary. The subject in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English: beginning, intermediate, advanced, and native-speaking students.
     To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question has four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, and result could be used as four unrelated words. Finally the subjects took a language proficiency test.
     Henning found that students with a lower proficiency in English made ​​more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning's results suggest that beginning students hold the sound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory.
     

     有兩種記憶：短時記憶和長時記憶。處於長期記憶中的信息，在後來需要的時候能夠回想起來。這一信息可以保持數天或數週。有時處於長時記憶中的信息很難記起。參加考試的學生經常會有這種經歷。反之，短時記憶中的信息只能保持三兩秒鐘，通常還得再三復習這一信息。例如，你在一本電話號碼簿中查到一個號碼，在你還沒撥號之前，你得再三復習這一號碼。如果這時有人打擾了你，你也許會把這個電話號碼忘了。通過實驗研究 ​​表明，如果不准被測試的人復習，那麼十八秒以後，被測試的人連三個字母都記不住。
     心理學家們以動物和人這二者做測試對象分別研究了記憶和學習的情況。這裡這兩類試驗都表明了研究短時記憶的情況。
     亨特博士研究了大老鼠的短時記憶。他用了一種特殊裝置，這種裝置上有個鼠籠和三扇門。每扇門上都有一盞燈。首先，把大老鼠放到一個關著的鼠籠裡。接著，把其中一盞燈打開然後再關上。只有在這扇門那裡才有給老鼠吃的東西。在把燈關掉以後，必須讓這個老鼠等候一段短時期，這才把它從鼠籠中放出去。接下來，如果這個老鼠走對了門，那麼，門那裡擺著的食物就是對他的獎賞。亨特博士多次做過這種實驗。他總是沒有按固定順序隨便打開任何一盞燈。讓老鼠等候的時間間隔也完全不同，然後才把大老鼠從鼠籠中放出去。亨特博士發現，如果老鼠必須等候10秒鐘以上才放出，那它就記不住哪扇門是正確的。亨特博士實驗的結果表明大老鼠能有大約10秒鐘的短期記憶。
     後來，享尼希博士研究了那些把英語作為第二種語言來學習的人，是怎樣記生詞的。他實驗的對像是洛杉磯加州大學的75名學生。他們都是各種程度的英語學生中的代表人物：初級的、中級的、高級和以英語為母語的學生。
     開頭，先讓受試者們聽一段以英語為母語的人所朗讀的一小段英文文章的錄音。聽了錄音以後接著讓受試者參加一次共15個問題的考試，看看他們都記住了哪些生詞。每個問題有四個選擇項。受試者必須圈出他們在錄音中所聽到的單詞。每個問題有四個選擇項聽起來很像是一樣的。例如：weather天氣，whether是否，wither枯萎，wetter潤濕劑。有些問題的選擇項的意義像是一樣的：method,way,manner和system.有些問題的四個選擇項之間沒有任何關連：weather,method,love和result.最後，受試者們都參加一次語言熟練程度的測試。
     享尼希博士發現，凡是英語熟練程度低的學生多在聲音相似的單詞中會弄錯；凡是英語熟練程度高的學生多在意義相似的詞彙上會出錯。享尼希的實驗結果表明：初學者能把單詞的聲音保持短期記憶。享尼希的實驗結果表明：初學者能把單詞的聲音保持短期記憶，而程度高的學生能把詞彙的意義保持短期記憶。

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有聲英文閱讀-7  增強記憶力的方法

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Improving your Memory 增強記憶力的方法

     Psychological research has focused on a number of basic principles that help memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.
     Meaningfulness affects memory at all levels. Information that does not make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme "Thirty days has September, April, June, and November… " ? It helps many people remember which months of the year have 30 days.
     Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order? Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. Fox example, the number 4671363 is more easily remembered if it is chunked as 467,13,63. Categorizing is another means of organization. Suppose you are asked to remember the following list of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them as follows: man, woman, child; cat, dog , horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.
     Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. Fox example, the height of Mount Fuji in Japan - 12,389 feet - might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year (365) added to the number of months twice (24).
     The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study , subjects in one group were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of the words for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory.
     

     心理學家的研究工作已把焦點對準了增強記憶的基本方法上了，這些基本方法就是：賦予意義、信息編組、建立聯想、直觀形象。知道支用這些方法是很有用的。
     "賦予意義"能影響瞬時記憶也能影響到長期記憶。沒有任何意義的信息要記住就比較困難。有些方法可以使要記憶的材料賦予意義。例如，有很多人利用合轍押韻的辦法來幫助記憶。你知道"一三五七八十臘，三十一天準不差，其餘月份三十天，只有二月二十八"這首順口溜幫助很多人記住了哪些月份有三十天。
     "信息編組"對我們的記憶力也起很大作用。假如一座圖書館裡的藏書亂七八糟，沒有順序，那這座圖書館還能有處嗎？按著一定編目的材料要比雜亂無章的混亂信息好記得多。信息編組的典型例子就是分塊記憶。每塊記憶材料是由一些零散孤立的信息所組成的。例如，要記住4671363這個數字，如果把它再分成三塊467，13，63，就更容易記住了。分類編組是另一種方法。假如要求你記住下列生詞：男人、凳子、狗、課桌、女人、馬、孩子、貓、椅子。很多人會把這些按詞義相近編成下列三個小類：男人、女人、孩子；貓、狗、馬；凳子、椅子、課桌。不用多說，第二種分三小類的辦法比第一種不分類的辦法更容易記住。
     "建立聯想"指的是把我們要記的材料和我們已經精確的記住的材料之間聯想起來。要記住一個數字，你可以把這一數字與你已經熟悉的數字或事情聯繫起來。例如：日本富士山的海拔高度是12，389英尺，你可以把這一數字用下列聯想方法：一年有12個月，389是一年365天再加上一年12個月乘上2（24 ）。
     "直觀形象"是最後一種方法。研究的結果已經表明，如果讓人們把要記憶的事物都想像出生動的直觀形象，在完成各種不同類型的記憶工作中，記憶都會產生驚人的效果。有一項調查研究：要求一組受試者使用直觀形像法來記住一些生詞，在此相對照的第二組受試者只用重複法來記住這些生詞。調查結果是，凡是能用直觀形像法記生詞的人都能記住80%-90%，在之成鮮明對比的是，凡是用機械重複法記生詞的人只能記住30%-40% 。這種能形成一幅完整的形象，把所有的信息都存放到腦海裡的一幅畫面中去的方法，有助於我們儲存記憶材料。

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有聲英文閱讀-5 Advertising 登廣告

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Advertising 登廣告

     Advertising is only part of the total sales effort ,but it is the part that attracts the most attention. This is natural enough because advertising is designed for just that purpose. In newspapers, in mail, on radio and television, we constantly see and hear the messages for hundreds of different products and services. For the most part, they are the kinds of things that we can be persuaded to buy - food and drinks, cars and television sets, furniture and clothing, travel and leisure time activities.
     The simplest kind of advertising is the classified ad. Every day the newspapers carry a few pages of these ads; in the large Sunday editions there may be several sections of them. A classified ad is usually only a few lines long. It is really a notice or announcement that something is available.
     Newspapers also carry a large amount of display advertising. Most of it is for stores or for various forms of entertainment. Newspapers generally reach an audience only in a limited area. To bring their message to a larger audience, many who want to put out their ads use national magazines. Many of the techniques of modern advertising were developed in magazine ads. The use of bright colors, attractive pictures, and short messages is all characteristic of magazine ads. The most important purpose is to catch the eye. The message it self is usually short, often no more than a slogan which the public identifies with the product.
     The same techniques have been carried over into television advertising. Voices and music have been added to color and pictures to catch the ear as well as the eye. Television ads are shore -usually only 15,30,or 60seconds, but they are repeated over and over again so that the audience sees and hears them many times. Commercial television has mixed entertainment and advertising. 

     登廣告僅僅是整個促銷活動的一部分，但卻是最能吸引人們注意的一部分，這是十分自然的。因為設計出某一廣告正是為了達到這一目的。我們在報刊雜誌上和郵件上，在收音機里和電視裡，會不斷地看到或聽到數以百計的不同的產品和服務項目的信息。其中絕大部分都是那種要勸我們去購買食物和飲料、汽車和電視機、傢俱和衣著，去參加旅遊和業餘活動的信息。     最簡單的一種廣告就是分類廣告。每天各種報紙都刊登有幾頁這種分類廣告。每逢星期天的擴大版上可能有好幾大類的分類廣告。每一則分類廣告的長度通常只有三兩行，這實際上就是通知某種東西或某種服務現在已經有了。     報紙上也刊登大量圖文並用的廣告。其中絕大部分是為商店或各種娛樂活動而刊登的。報紙只能涉及到在一定地區內的讀者。為了把信息傳達到更多的讀者，很多想刊登廣告的人都利用全國性的雜誌。在雜誌上刊登的各類廣告中運 ​​用了許多現代製作廣告的技巧。雜誌廣告的特徵是善於運用鮮豔的色彩，迷人的圖片和短小精闢的詞句，一般只有一條標語口號，要讓人民大眾認為這句口號與你宣傳的產品是等同的。     同樣的技巧也被應用到電視廣告當中。廣告賞的聲音和伴奏的音樂再加上鮮豔的色彩和畫面既能吸引人們來看也能吸引人們來聽。電視廣告反复再三重播，以便讓觀眾和聽眾多次看多次聽。商業電視廣告把娛樂和廣告內容融為一體。

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有聲英文閱讀-4  大西洋

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有聲英文閱讀  - 3  登廣告

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http://www.tingroom.com/lesson/ysywyd/28825.html

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有聲英文閱讀-2  萬稅，萬稅，萬萬稅

進入有聲：-萬稅，萬稅，萬萬稅

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