1 大腦
V1 from kuaikaoshile
第一段：說人的大腦有個(gè)什么snopia不確定這個(gè)詞，第二句是 medulur? memory basis 來說明這個(gè)功能。
第二段：說大腦不止有這個(gè)工鞥，還可以blabla，第二段最后再肯定一下。
有主旨題;還有一個(gè)讓說modular memory basis 的作用是什么;還有一個(gè)是說作者說的大腦的作用 和什么情況類似， 我選的： 一個(gè)雜亂的倉庫變成了一個(gè)辦公室，不知道對(duì)不對(duì)
V2 by 洛洛洛洛
講大腦的，和機(jī)經(jīng)里的貌似不一樣 有說到手臂啊肩膀啊 還提到視力啊什么的，已經(jīng)模糊了.
V3 by rednight88
講大腦的，但是說什么記不太清了囧，好像有說到什么訓(xùn)練大腦，之前控制某個(gè)部分的腦組織經(jīng)過訓(xùn)練也可以控制其他部分。。。大概，好像是說了原本控制肩膀的部分經(jīng)過訓(xùn)練也能控制手了，這篇文章里有道題是類比的
V4 by mochii
s的單詞是synapses. (The actual figuresvary greatly, depending on the local neuroanatomy.) The brain's network of neurons forms a massively parallel information processing system.
第一段: s的單詞: synapses. 最后一句話的單詞是: process information. modular memory basis被highlight了, 出題問了它出現(xiàn)在文中的作用是什么?
第二段: 對(duì)brain process information的過程進(jìn)行了學(xué)術(shù)性的描寫. 說了cortex之類的東西.
第三段就是舉例說明了. 就是說brain的function從原本我們認(rèn)為的perform one function變成了can perform different tasks at the same time.反正原則就是: 單一性變成了多元化, 內(nèi)部聯(lián)系緊密的這么一個(gè)感覺.
第三段的這里出了那個(gè)JJ里面的模擬題: 作者文章中的一個(gè)example類似下面的哪個(gè)選項(xiàng)?
選項(xiàng)有: college students move into a new apartment building; an old street became a new street. a messy storage room became an office. tourists go visit a museum. 還有一個(gè)不記得了.
V5 by alexl39(750 V40)
說大腦就是adulthood也能改變功能，第二段第三段具體說這個(gè)事，文章第三段有一句話，說大腦能怎么怎么樣不僅是在外界刺激，也可以人為故意的(考點(diǎn)!把人為有目的的這個(gè)詞組重新改寫了)貌似狗狗上有。有一題問文章最support哪個(gè)選項(xiàng)?我選的是Ordinarily，有個(gè)有某功能的大腦部分是不能干另外一件事情的。(因?yàn)橐话阋?jīng)過訓(xùn)練或者怎么的)
V6 by gaohuiwy(700)
說大腦功能的，說成年人的大腦可以啥啥。。3段不是本月寂靜第一篇
有一個(gè)sy開頭的單詞 還有個(gè)neuroplastic...沒記全，感覺很像塑料。。
第二段說了大腦的缺陷可以彌補(bǔ)。大腦可以remapping，比如大腦的某一部分本來是用來干嘛的，經(jīng)過training以后，這部分可以用來控制右手
第三段有說很多例子表明人在成年以后也可以通過后天努力(effort)改變大腦功能。。。這句話有一題，問的是以下哪個(gè)選項(xiàng)在文章中有evidence支持(大概是這個(gè)意思)
V7by jadeyang(710 V37)
第一段說的是大腦的某塊區(qū)域，不是s。
第二段說到這個(gè)區(qū)域功能beyond什么什么(我覺得是傳統(tǒng)功能)?？刂瓶梢詮闹鈋lbow(悔不背單詞，這詞我剛查的)到右手控制，從對(duì)外界刺激到什么(哎，什么和什么嘛)(有題就我選了那個(gè)什么不是很容易被感受刺激的)
第三段說，這個(gè)區(qū)域不僅僅對(duì)外界刺激反應(yīng)，對(duì)mental影響也有反應(yīng)。(有題我就選到這個(gè)選項(xiàng)，選項(xiàng)有個(gè)關(guān)鍵詞internal刺激。)
V8 by zebracxy(730 V38)
有類比題，我選的是new tenant move to apartment
V9 by linmeimei(590 V20)
其中大腦后面的幾個(gè)版本比較可信,主要是講成年以后,大腦還是可以改變一些機(jī)能的.
注：盡管V6的作者說其遇到的關(guān)于大腦功能的閱讀不是本月寂靜第一篇，但與之前的5個(gè)版本比較后，個(gè)人感覺是同一篇，暫歸為一篇。
2 Quaker學(xué)校女學(xué)生影響婚姻[附GWD原文原題]
V1 from chihhsin7337
閱讀有一題 pp還是gwd的
講QUAKER學(xué)校女學(xué)生影響婚姻的看法
3題，題目都是一樣
附GWD原題[已確認(rèn)]
In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their commonplace books. Wulf suggests that this critique circulated beyond the daughters of the Quaker elite and middle class, whose commonplace books she mines, proposing that Quaker schools brought it to many poor female students of diverse backgrounds.
Here Wulf probably overstates Quaker schools’ impact. At least three years’ study would be necessary to achieve the literacy competence necessary to grapple with the material she analyzes. In 1765, the year Wulf uses to demonstrate the diversity of Philadelphia’s Quaker schools, 128 students enrolled in these schools. Refining Wulf’s numbers by the information she provides on religious affiliation, gender, and length of study, it appears that only about 17 poor non-Quaker girls were educated in Philadelphia’s Quaker schools for three years or longer. While Wulf is correct that a critique of patriarchal marriage circulated broadly, Quaker schools probably cannot be credited with instilling these ideas in the lower classes. Popular literary satires on marriage had already landed on fertile ground in a multiethnic population that embodied a wide range of marital beliefs and practices. These ethnic- and class-based traditions themselves challenged the legitimacy of patriarchal marriage.
V1 from kuaikaoshile
第一段：說人的大腦有個(gè)什么snopia不確定這個(gè)詞，第二句是 medulur? memory basis 來說明這個(gè)功能。
第二段：說大腦不止有這個(gè)工鞥，還可以blabla，第二段最后再肯定一下。
有主旨題;還有一個(gè)讓說modular memory basis 的作用是什么;還有一個(gè)是說作者說的大腦的作用 和什么情況類似， 我選的： 一個(gè)雜亂的倉庫變成了一個(gè)辦公室，不知道對(duì)不對(duì)
V2 by 洛洛洛洛
講大腦的，和機(jī)經(jīng)里的貌似不一樣 有說到手臂啊肩膀啊 還提到視力啊什么的，已經(jīng)模糊了.
V3 by rednight88
講大腦的，但是說什么記不太清了囧，好像有說到什么訓(xùn)練大腦，之前控制某個(gè)部分的腦組織經(jīng)過訓(xùn)練也可以控制其他部分。。。大概，好像是說了原本控制肩膀的部分經(jīng)過訓(xùn)練也能控制手了，這篇文章里有道題是類比的
V4 by mochii
s的單詞是synapses. (The actual figuresvary greatly, depending on the local neuroanatomy.) The brain's network of neurons forms a massively parallel information processing system.
第一段: s的單詞: synapses. 最后一句話的單詞是: process information. modular memory basis被highlight了, 出題問了它出現(xiàn)在文中的作用是什么?
第二段: 對(duì)brain process information的過程進(jìn)行了學(xué)術(shù)性的描寫. 說了cortex之類的東西.
第三段就是舉例說明了. 就是說brain的function從原本我們認(rèn)為的perform one function變成了can perform different tasks at the same time.反正原則就是: 單一性變成了多元化, 內(nèi)部聯(lián)系緊密的這么一個(gè)感覺.
第三段的這里出了那個(gè)JJ里面的模擬題: 作者文章中的一個(gè)example類似下面的哪個(gè)選項(xiàng)?
選項(xiàng)有: college students move into a new apartment building; an old street became a new street. a messy storage room became an office. tourists go visit a museum. 還有一個(gè)不記得了.
V5 by alexl39(750 V40)
說大腦就是adulthood也能改變功能，第二段第三段具體說這個(gè)事，文章第三段有一句話，說大腦能怎么怎么樣不僅是在外界刺激，也可以人為故意的(考點(diǎn)!把人為有目的的這個(gè)詞組重新改寫了)貌似狗狗上有。有一題問文章最support哪個(gè)選項(xiàng)?我選的是Ordinarily，有個(gè)有某功能的大腦部分是不能干另外一件事情的。(因?yàn)橐话阋?jīng)過訓(xùn)練或者怎么的)
V6 by gaohuiwy(700)
說大腦功能的，說成年人的大腦可以啥啥。。3段不是本月寂靜第一篇
有一個(gè)sy開頭的單詞 還有個(gè)neuroplastic...沒記全，感覺很像塑料。。
第二段說了大腦的缺陷可以彌補(bǔ)。大腦可以remapping，比如大腦的某一部分本來是用來干嘛的，經(jīng)過training以后，這部分可以用來控制右手
第三段有說很多例子表明人在成年以后也可以通過后天努力(effort)改變大腦功能。。。這句話有一題，問的是以下哪個(gè)選項(xiàng)在文章中有evidence支持(大概是這個(gè)意思)
V7by jadeyang(710 V37)
第一段說的是大腦的某塊區(qū)域，不是s。
第二段說到這個(gè)區(qū)域功能beyond什么什么(我覺得是傳統(tǒng)功能)?？刂瓶梢詮闹鈋lbow(悔不背單詞，這詞我剛查的)到右手控制，從對(duì)外界刺激到什么(哎，什么和什么嘛)(有題就我選了那個(gè)什么不是很容易被感受刺激的)
第三段說，這個(gè)區(qū)域不僅僅對(duì)外界刺激反應(yīng)，對(duì)mental影響也有反應(yīng)。(有題我就選到這個(gè)選項(xiàng)，選項(xiàng)有個(gè)關(guān)鍵詞internal刺激。)
V8 by zebracxy(730 V38)
有類比題，我選的是new tenant move to apartment
V9 by linmeimei(590 V20)
其中大腦后面的幾個(gè)版本比較可信,主要是講成年以后,大腦還是可以改變一些機(jī)能的.
注：盡管V6的作者說其遇到的關(guān)于大腦功能的閱讀不是本月寂靜第一篇，但與之前的5個(gè)版本比較后，個(gè)人感覺是同一篇，暫歸為一篇。
2 Quaker學(xué)校女學(xué)生影響婚姻[附GWD原文原題]
V1 from chihhsin7337
閱讀有一題 pp還是gwd的
講QUAKER學(xué)校女學(xué)生影響婚姻的看法
3題，題目都是一樣
附GWD原題[已確認(rèn)]
In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their commonplace books. Wulf suggests that this critique circulated beyond the daughters of the Quaker elite and middle class, whose commonplace books she mines, proposing that Quaker schools brought it to many poor female students of diverse backgrounds.
Here Wulf probably overstates Quaker schools’ impact. At least three years’ study would be necessary to achieve the literacy competence necessary to grapple with the material she analyzes. In 1765, the year Wulf uses to demonstrate the diversity of Philadelphia’s Quaker schools, 128 students enrolled in these schools. Refining Wulf’s numbers by the information she provides on religious affiliation, gender, and length of study, it appears that only about 17 poor non-Quaker girls were educated in Philadelphia’s Quaker schools for three years or longer. While Wulf is correct that a critique of patriarchal marriage circulated broadly, Quaker schools probably cannot be credited with instilling these ideas in the lower classes. Popular literary satires on marriage had already landed on fertile ground in a multiethnic population that embodied a wide range of marital beliefs and practices. These ethnic- and class-based traditions themselves challenged the legitimacy of patriarchal marriage.