观点一直误以为glial cell也像nerve cell一样用电信号。 于是总共有三种传导方式，神经细胞间，胶质细胞间，神经和胶质细胞互相传导。 They use chemical conductor to communicate with others. So 1, glial to neuron, 2,glial to neuron 3, neuron to neuron are all available.
而且glial cell 的功能也据不想传统上认为的只是：send signal.
那么到底glial cell的功能有可能是什么呢？我们在用脑子的时候，其实就是用的glial cell。比如说，我们feel， think 和remember 的时候。
所以，人们就有个假设Hypothesis, 有可能智商IQ就和glial cell有关系，glial越多智商越高more intelligent。但这不确定。
对胶质细胞的研究将是一个很open up的领域，对glial cell的认识目前十分有限，但相关研究已经开始流行，而且到了大家毕业之后的几年中可能成为炙手可热选的研究课题。（此处出题）
一女student插话（但是不重要，不出考题）：那老师，您的意思，是说，以后glial cell这个领域会很值得研究了？将来我们毕业的时候也可以（貌似这个女生想借此研究领域施展一下拳脚，但是被女教授打断）
女 Professor：对，我的意思是说将来你们毕业后，对glial cell的研究会比较多。好了，言归正传back to the analysis，接着教授总结了一下刚刚对glial cell的定义和功能分析，问大家谁还有什么问题？没有的话，我们进入下一个话题various types of … 题目
问题一：What is the main topic of this lecture? 答案：神经胶质细胞glial cell
问题二：Why does the professor mention there were much research on neutron? 为什么老师要在文章中提到，在neutron的领域有很多人做过研究？ 答案：因为little research on glial cell
问题三：Historically, what is the function of glial cell? 答案：glial cell的作用是支持neutron
问题四：现在根据人们的发现，glial cell 有什么特征？ 答案：1. 选有outnumber的词。（数量远远多余neutron）2.选有chemical signal (communication)的选项
问题五：What does the professor imply when she says 你们毕业后几年，这个领域会火？
答案：选有many research 的选项。（意思是说glial cell这个领域，以后会有很多研究课题的。） 问题六：女Professor忽然打断男学生：好的Bernard，可以了。你的答案很complete. 答案：The student’s answer is complete.
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第六篇：关于英国浪漫主义诗人Williams Wordsworth Lecture: Williams Wordsworth 文章回顾
literature 主要讲了18-19 世纪英国浪漫主义Romanticism诗歌的代表人Wordsworth的诗。他是浪漫主义的鼻祖，但浪漫主义这个称谓是后人加上的，不是他们本身这样称呼自己的（此处出题）。
Romanticism不是我们平时理解的romance，和男女之间的爱情无关。Romanticism针对的是common people而不是少数educated people，用的是simple language，描述的是日常生活中常见的事物，孩子，人类情感，以及自然和人类之间的互动。教授以自己为例，说自己在散步时感受到了这种互动（此处出题）
与romanticism针锋相对的一种风格是neoclassicism新古典主义，也是那位romanticism的鼻祖很反对的。neoclassicism使用太多的elaboration，如sky不叫sky，而叫blue什么的；bird不叫bird，而叫feathered person。
教授把该诗人的作品分为三个阶段。早期的浪漫主义作品，主要描述植物的(花与草)诗歌。中期时是对一些社会现象的评论。后期时对早期的作品进行修改。目前文学界还是认为它早期的作品是最好的。教授还说，他的诗越写到后来越糟糕，反而早期的比较好，本文重点讲了他第一阶段的诗。 题目
问题一：浪漫主义诗歌的特点?
答案：1. 针对的是个人情感。2. 与古典主义诗歌不同。 问题二：重听题，neoclassicism使用太多的elaboration，如sky不叫sky，而叫blue什么的；bird不叫bird，而叫feathered person？ 答案：表现古典主义诗的特征。 问题三：教授对浪漫主义的态度？ 答案：目前文学界还是认为它早期的作品是最好的。教授还说，他的诗越写到后来越糟糕，反而早期的比较好。
问题四：说教授在自己散步的时候感受到互动的用意？
答案：说自己在散步时感受到了这种互动，描述的是日常生活中常见的事物，孩子，人类情感，以及自然和人类之间的互动。
问题五：重听题，大意是说教授认为作者第一阶段的早期作品比较好，但是在课上不对以后的作品作评价，暗示了什么？
答案：本文重点讲了他第一阶段的诗。
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第三部分背景资料音频原文
No.7 Cognitive Failure Questionnaire (认知失败问卷)2009.04.03.NA.L1
3.心理学讲座，讲述关于1882 的CFQ 试验，在测试还有例子一些被试会把自己的一些主观和客观的东西搅和进去，这样这个CFQ就很失败了（有题，这个教授举得例子证明什么）。紧接着屏幕上的小黑板又有了一个次叫Nillil，开始了一个新实验，后面开始提到一个专有词屏幕上有V5这个词后开始讲原来他们是在检测大脑面对这么多复杂的东西时人的perceive和大脑的categorize的效率。后来举例说大脑的categorize的功能就像highway上的管理一样车越多你向前通行的越慢。
For decades, psychologists have been looking at our ability to perform tasks while other things are going on, how we are able to keep from being distracted and what the condition for good concentration are. Since 1982, researchers came up with something called the CFQ - the Cognitive Failures Questionnaire. This questionnaire asks people to rate themselves according to how often they get distracted in different situations, like um … ..forgetting to save a computer file because they had something else on their mind or missing a speed limit sign on the road. John? John
I've lost my share of computer files, but not because I’m easily distracted. I just forget to save them. Professor
And that's part of the problem with the CFQ. It doesn’t take other factors into account enough, like forgetfulness. Plus you really can’t say you are getting objective scientific results from a subjective questionnaire where people report on themselves. So it’s no surprise that someone attempted to design an objective way to measure distraction. It’s a simple computer game designed by a psychologist named, Nilli Lavie. In Lavie ’ s game, people watch as the letters N and X appear and disappear in a certain area on the computer screen. Every time they see an N, they press one key, and every time they see an X they press another, except other letters also start appearing in the surrounding area of the screen with increasing frequency which creates a distraction and makes the task more difficult. Lavie observed that people’s reaction time slowed as these distractions increased.
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Student
Well that’s not too surprising, isn’t it? Professor
No, it's not. It's the next part of the experiment that was surprising. When the difficulty really increased, when the screen filled up with letters, people got better at spotting the Xs and Ns. What do you think that happened? John
Well, maybe when we are really concentrating, we just don't perceive irrelevant information. Maybe we just don't take it in, you know? Professor
Yes, and that's one of the hypotheses that was proposed, that the brain simply doesn't admit the unimportant information.
The second hypothesis is that, yes, we do perceive everything, but the brain categorizes the information, and whatever is not relevant to what we are concentrating on gets treated as low priority. So Lavie did another experiment, designed to look at the ability to concentrate better in the face of increased difficulty. This time she used brain scanning equipment to monitor activity in a certain part of the brain, the area called V5, which is part of the visual cortex, the part of our brains that processes visual stimuli.V5 is the area of the visual cortex that's responsible for the sensation of movement. Once again, Lavie gave people a computer-based task to do. They have to distinguish between words in upper and lower-case letters or even harder, they had to count the number of syllables in different words. This time the distraction was a moving star field in the background, you know, where looks like you are moving through space, passing stars. Normally area of V5 would be stimulated as those moving stars are perceived and sure enough, Lavie found that during the task area of V5 was active, so people were aware of the moving star field. That means people were not blocking out the distraction. Student
So doesn't that mean that the first hypothesis you mentioned was wrong, the one that says we don't even perceive irrelevant information when we are concentrating? Professor
Yes that's right, up to a point, but that’s not all. Lavie also discovered that as she made the task more difficult, V5 became less active, so that means that now people weren’t really noticing the star field at all. That was quite a and it approved that the second hypothesis – that we do perceive everything the time but the brain categorizes distractions differently, well, that wasn't either. Lavie thinks the solution lies in the brain’s ability to accept or ignore visual information. She thinks its capacity is limited. It’s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived. Now that may be the correct conclusion for visual distractions, but more research is needed to tell us how the brain deals with, say, the distractions of solving a
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math problem when we are hungry or when someone is singing in the next room. （761words）
1. What is the lecture mainly about?
A. Methods people used to eliminate distractions
B. The area of the brain responsible for blocking distractions C. The usefulness of questionnaires in assessing distractibility D. Research about how the brain deals with distractions
2. According to the professor, what are two weaknesses of the Cognitive Failures Questionnaire? Click on 2 answers. A. It relies on subjective reporting
B. It assesses a limited number of situations C. It does not assess visual distractions
D. It does not account for factors other than distractibility
3. What hypotheses about distraction and brain were Lavie’s experiments involving star fields designed to investigate? Click on two answers.
A. Whether the capacity of the brain to process irrelevant information varies from person to person
B. Whether the brain perceives information that is irrelevant to the performance of a task
C. Whether the brain deals with distractions by categorizing irrelevant information as low priority
D. Whether the visual cortex is activated during the sensation of movement
4. What did Lavie’s scans of subjects’ visual cortexes reveal? A. Area V5 became less active when tasks became more difficult B. The presence of the star field did not affect activity in area V5
C. Area V5 became more active as more information appeared on the screen
D. Stimulating area V5 interfered with subjects’ ability to perceive motion
5. Why does the professor mention a highway?
A. To compare two experiments designed to study distraction. B. To give an example of when area V5 might be activated C. To describe a limitation in the brain’s processing capacity D. To make a point about the effect of distractions on driving 6. What is professor’s opinion of Lavie’s work?
A. She thinks it resolves most of the major questions about distraction B. She feels it is of limited use because of flaws in the study designs C. She believes it has changed the direction of research on distraction D. She thinks its findings can be applied only to visual distraction
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