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It’s late in the evening: time to close the book and turn off the computer. You’re done for the day. What you may not realize, however, is that the learning process actually continues—in your dreams.
It might sound like science fiction, but researchers are increasingly focusing on the relationship between the knowledge and skills our brains absorb during the day and the fragmented, often bizarre imaginings they generate at night. Scientists have found that dreaming about a task we’ve learned is associated with improved performance in that activity (suggesting that there’s some truth to the popular notion that we’re “getting” a foreign language once we begin dreaming in it). What’s more, researchers are coming to recognize that dreaming is an essential part of understanding, organizing and retaining what we learn—and that dreams may even hold out the possibility of directing our learning as we doze.
“While we sleep, research indicates, the brain replays the patterns of activity it experienced during waking hours, allowing us to enter what one psychologist calls a neural virtual reality.” While we sleep, research indicates, the brain replays the patterns of activity it experienced during waking hours, allowing us to enter what one psychologist calls a neural virtual reality. A vivid example of such reenactment can be seen in this video , made as part of a 2011 study by researchers in the Sleep Disorders Unit at Pitié-Salpêtrière Hospital in Paris. They taught a series of dance moves to a group of patients with conditions like sleepwalking, in which the sleeper engages in the kind of physical movement that is normally inhibited during slumber. They then videotaped the subjects as they slept. Lying in bed, eyes closed, the woman on the tape does a faithful rendition of the dance moves she learned earlier—“the first direct and unambiguous demonstration of overt behavioral replay of a recently learned skill during human sleep,” writes lead author Delphine Oudiette.
Of course, most of us are not quite so energetic during sleep—but our brains are busy nonetheless. While our bodies are at rest, scientists theorize, our brains are extracting what’s important from the information and events we’ve recently encountered, then integrating that data into the vast store of what we already know—perhaps explaining why dreams are such an odd mixture of fresh experiences and old memories. A dream about something we’ve just learned seems to be a sign that the new knowledge has been processed effectively. In a 2010 study published in the journal Current Biology , researchers at Harvard Medical School reported that college students who dreamed about a computer maze task they had learned showed a 10-fold improvement in their ability to navigate the maze compared to participants who did not dream about the task.
Robert Stickgold, one of the Harvard researchers, suggests that studying right before bedtime or taking a nap following a study session in the afternoon might increase the odds of dreaming about the material. But some scientists are pushing the notion of enhancing learning through dreaming even further, asking sleepers to mentally practice skills while they slumber. In a pilot study published in The Sport Psychologist journal in 2010, University of Bern psychologist Daniel Erlacher instructed participants to dream about tossing coins into a cup. Those who successfully dreamed about the task showed significant improvement in their real-life coin-tossing abilities. Experiments like Erlacher’s raise the possibility that we could train ourselves to cultivate skills while we slumber. Think about that as your head hits the pillow tonight.
仔细阅读部分答案解析：
51.答案为：dreaming about a learned task betters its performance
根据题干关键词可定位到文中第二段第二句话Scientists have found that dreaming about a task we’ve learned is associated with improved performance in that activity.由定位可知，梦到我们所学过的内容会相应提高我们与此相关的表现。对比A、B、C、D四个选项可知，答案为C，此项答案与定位句词汇重复率高，且意思一致。
52. 答案为：The brain once again experiences the learning activities of the day
根据题干关键词可定位到第三段第一句话While we sleep, research indicates, the brain replays the patterns of activity it experienced during waking hours, allowing us to enter what one psychologist calls a neural virtual reality. 定位句中allowing所引导的部分为状语，不属于句子主干部分，不作为定位重点，因此我们只关注the brain replays the patterns of activity it experienced during waking hours这部分，意为大脑在我们进入睡眠状态后会回放我们处于醒着状态所经历的事情，对比A、B、C、D四个选项可知，答案为D，此项答案与定位句词汇重复率高，且意思一致。
53.答案为：It processes and absorbs newly acquired data
根据题干关键词可定位到第四段第二句话While our bodies are at rest, scientists theorize, our brains are extracting what’s important from the information and events we’ve recently encountered, then integrating that data into the vast store of what we already know—perhaps explaining why dreams are such an odd mixture of fresh experiences and old memories.破折号后为解释说明作用，因此重点为前半部分，且问题是以我们的大脑作为主语，意为大脑会提取一些重要信息，然后和旧有信息做整合，对比A、B、C、D四个选项可知，答案为C，C选项涉及部分词义替换，但是词汇并不是很难，值得注意的点是process的动词意为“加工，处理”，很多同学在考试中会选择B选项，但是要注意的是该选项中的substitute意为“代替”，和定位处不符。
选词填空部分原文：
"Science and everyday life cannot and should not be separated." Those were the words uttered by pioneering British scientist Rosalind Franklin, who firmly believed that the pursuit of science should be (26) to all.
As a woman working in the first half of the 20th century, Franklin's contributions to some of the greatest scientific discoveries of our time - including the structure of DNA - were sadly (27) in her lifetime. One of my proudest moments in my role as universities and science minister was being able to go some way to redress this injustice last month, by unveiling the new Mars rover named after this brilliant British scientist.
Today, on International Women's Day, it is only right that we recognise the important work of female scientists like Franklin and seek to honour her memory by inspiring more women and girls to follow in her footsteps.
More than 60 years after Franklin's death, we are (28) living in a different world, where women play an important part in every echelon of our society — not least in science, innovation, higher education and research.
UK universities are world leaders when it comes to advancing and (29) gender equality. The Athena SWAN charter, initially established to improve the representation of women in scientific disciplines in higher education, now has 145 members. It has also expanded to promote gender equality in multiple disciplines - including the arts, social sciences, humanities, business and law.
In the past decade, we have seen a (30) increase in England in the number of women accepted on to full-time undergraduate degrees in science, technology, engineering and maths (Stem subjects). And in the last academic year, women (31) for more than half of all Stem postgraduates at UK universities. The government is taking further steps to improve women's representation in science and has today awarded nine inspiring women £50,000 to develop inventions to tackle the challenges and seize the opportunities we face as a society. From new materials to cut down on plastics pollution to special devices to improve posture and comfort for wheelchair users, these women are at the forefront of creating the new technology for tomorrow.
This is significant progress, but access to higher education is only half of the equation. To have real equality in the sector, we need to ensure talented women are able to progress into the academic and leadership roles they desire, and get the remuneration they deserve.
Data shows us the (32) to success gets harder for women to climb the further up they go. Although women make up the majority of undergraduates in our universities, just under half of academic staff are female. At (33) levels, only a quarter of professors are women, and black women make up less than 2% of all female academic staff.
I welcome the introduction of pro-active strategies like the new initiative at the University of Leicester, which I am visiting today, to increase the number of female professors by 1.5% each year, with the overall goal of having 30% professorships held by women by 2020.
There are also stark differences in pay across grades. The gender pay gap based on median salaries across the sector in 2016-17 was 13.7%, (34) there is still some way to go to ensure women are rising through the ranks to higher grade positions and being paid (35) .
选词填空部分答案解析：
26. 答案为accessible，原文中考察be___ to 的固定搭配，根据原文中Rosalind Franklin所言：Science and everyday life cannot and should not be separated，科学和日常生活密不可分，26题后有all这一关键词，因此锁定答案为accessible，意为所有人都有探索科学的权利。
27. 答案为overlooked，根据27之前were，可知27题处可能构成被动搭配，be+done结构，也可能是形容词，构成系表结构，又根据本文整体在讲科研界男女不平等的问题，二段开始提到了Franklin的贡献极大，27前有sadly，可知后面为微贬义词，因此选择overlook，意为忽略。
28. 答案为thankfully，根据28题处语法可知，缺少副词，又因其后有different 这一关键词，证明感情色彩与上文相反，因此选择thankfully。
29. 答案为promoting，根据语法可得，29题空处应为动词的ing形式，再根据用法，前为and，因此感情色彩应与空前一致，因此答案为promoting。
30. 答案为considerable，根据语法，此处应为形容词，顺应上文，应该是正向情感色彩，且后为增长之意，所以答案为表示大幅增长的considerable。
31. 答案为accounted， 根据语法可知，此处应填入动词，且为动词过去式，同时应与for构成短语搭配，又因从后文half of…处得知，应与数字有关，因此答案为account，意为占比。
32. 答案为ladder，根据语法可知，此处应填入名词，又因32题所在句子中有climb这一关键信息，可知文中想要表达为通往成功的阶梯，因此答案为ladder。
33. 答案为senior，根据语法可知，此处应填入形容词，又根据后文only a quarter of professors are women可知，此处想表达女教授最多只有四分之一。
34. 答案为suggesting，本题相对较难，有语法可知，此处应为分词引导做状语，有前后意思可知，前文表明女性还是有可能得到晋升的。
35. 答案为appropriately，根据语法可知，此处应填入副词且为中等偏褒义感情色彩词，结合34题句意可知，答案为appropriately。
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