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지문 분석결과
fico가 지문 학습에 필요한 것들을 구성하여 학습 효율성을 제공해 드립니다.
노트나 질문을 통해 자신만의 지문 노트를 만들어 관리해 보세요.
EBS 수능특강 영어영역 영어(2024)(2025 수능대비) Part 3 테스트편 1권
EBS 수능특강 영어영역 영어(2024)(2025 수능대비) Part 3 테스트편 1권
EBS 수능특강 영어영역 영어(2024)(2025 수능대비) Part 3 테스트편 1권
24~25 다음 글을 읽고, 물음에 답하시오.
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지문 전체 문장
문장을 클릭하면 해당 문장의 구문 분석 내용을 보여줍니다.
24~25 다음 글을 읽고, 물음에 답하시오.
In the 1930s, the English psychologist Sir Frederic Bartlett proposed that we gradually build up our knowledge of the world from events we experience, and that these experiences are then clustered in organized mental structures he called "schemata." In turn, these schemata (or "schemas") are used to help us understand new experiences and form frameworks in which to remember them. One potential downside of this arrangement is that it is relatively difficult for us to understand and remember information and events that do not fit our current schemata. One of Bartlett's classic demonstrations was to present an unusual North American folktale to an English university student to learn and recall. The student's written recall differed from the original by being shorter and omitting a number of details. This first student's written recall was then given to a second student to learn and recall with the result that more unusual details were dropped out of his reproduction, but other details were added, apparently to make the story more coherent and comprehensible to English ears. This procedure was repeated until a series of ten students had learned the previous reproduction and produced their own versions. By the end of the series, the reproductions were much shorter, the supernatural details in the original had been lost, and the whole tale was closer to the experience of English university students in the 1930s. This demonstration thus illustrates the constructive nature of remembering, and the effects of beliefs and attitudes on recollection and understanding. Gossip serves as a commonplace example that is counter to Bartlett's findings, with a story progressively changing as it travels across tellings. To return to metaphors for a moment, human memory is not like a tape recorder!
지문 노트목록 지문단위의 해석이나 의미 등 내용에 대한 설명입니다.
지문에 대한 질문목록 이 지문과 관련된 질문이 있다면 이곳에서 등록해 보세요. (예를들면, 이 지문과 관련된 문제 풀이가 궁금할 때)
지문에 사용된 특정 문장에 대한 궁금증은 해당 문장의 헬프fico쌤에 등록하는 것이 좋습니다.
등록된 질문이 없습니다.
fico 문장 분석
이 지문에 대해 AI는 다음과 같은 문장들로 구분하였습니다.
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여러 AI의 해석들을 제공해 드립니다.
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문장에서 등장하는 단어를 fico가 대신 검색하여 제공해 드립니다. 단어를 눌러서 발음을 들어보세요.
해당 문장에서 fico AI가 설정한 난이도 이상의 단어를 찾지 못했습니다.
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학습에 필요한 나만의 메모를 남겨보세요.
tips_and_updates인덱스 핑거
현재 문장과 유사한 구조를 가지거나 보충 학습할 수 있는 예문들을 추천합니다.
원문과 유사한 fico score 및 구문 구조를 갖는 문장이 없을 경우 검색되지 않을 수 있습니다.
해당 문장에서 fico AI가 설정한 난이도 이상의 단어를 찾지 못했습니다.
듣기
상세한 구문 분석을 보고 싶은 문장을 선택하세요.
1 In the 1930s, the English psychologist Sir Frederic Bartlett proposed that we gradually build up our knowledge of the world from events we experience, and that these experiences are then clustered in organized mental structures he called "schemata." 2 In turn, these schemata (or "schemas") are used to help us understand new experiences and form frameworks in which to remember them. 3 One potential downside of this arrangement is that it is relatively difficult for us to understand and remember information and events that do not fit our current schemata. 4 One of Bartlett's classic demonstrations was to present an unusual North American folktale to an English university student to learn and recall. 5 The student's written recall differed from the original by being shorter and omitting a number of details. 6 This first student's written recall was then given to a second student to learn and recall with the result that more unusual details were dropped out of his reproduction, but other details were added, apparently to make the story more coherent and comprehensible to English ears. 7 This procedure was repeated until a series of ten students had learned the previous reproduction and produced their own versions. 8 By the end of the series, the reproductions were much shorter, the supernatural details in the original had been lost, and the whole tale was closer to the experience of English university students in the 1930s. 9 This demonstration thus illustrates the constructive nature of remembering, and the effects of beliefs and attitudes on recollection and understanding. 10 Gossip serves as a commonplace example that is counter to Bartlett's findings, with a story progressively changing as it travels across tellings. 11 To return to metaphors for a moment, human memory is not like a tape recorder!