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  3. Technology can make us smarter or stupider, and we need to develop a set of principles to guide our everyday behavior and make s

Technology can make us smarter or stupider, and we need to develop a set of principles to guide our everyday behavior and make s

admin2017-03-06  84
问题     Technology can make us smarter or stupider, and we need to develop a set of principles to guide our everyday behavior and make sure that tech is improving and not hindering our mental processes. One of the big questions being debated today is: what kind of information do we need to have stored in our heads, and what kind can we leave "in the cloud," to be accessed as necessary?
    An increasingly powerful group within education are championing "digital literacy". In their view, skills beat knowledge, developing "digital literacy" is more important than learning mere content, and all facts are now Google-able and therefore unworthy of committing to memory. But even the most sophisticated digital literacy skills won’t help students and workers navigate the world if they don’t have a broad base of knowledge about how the world actually operates. If you focus on the delivery mechanism and not the content, you’re doing kids a disservice.
    Indeed, evidence from cognitive science challenges the notion that skills can exist independent of factual knowledge. Data from the last thirty years leads to a conclusion that is not scientifically challengeable; thinking well requires knowing facts, and that’s true not only because you need something to think about. The very processes that teachers care about most—critical thinking processes—are intimately intertwined (交织) with factual knowledge that is stored in long-term memory.
    In other words, just because you can Google the date of Black Tuesday doesn’t mean you understand why the Great Depression happened or how it compares to our recent economic slump. There is no doubt that the students of today, and the workers of tomorrow, will need to innovate, collaborate and evaluate. But such skills can’t be separated from the knowledge that gives rise to them. To innovate, you have to know what came before. To collaborate, you have to contribute knowledge to the joint venture. And to evaluate, you have to compare new information against knowledge you’ve already mastered.
    So here’s a principle for thinking in a digital world, in two parts.
    First, acquire a base of factual knowledge in any domain in which you want to perform well. This base supplies the essential foundation for building skills, and it can’t be outsourced(外包) to a search engine.
    Second, take advantage of computers’ invariable memory, but also the brain’s elaborative memory. Computers are great when you want to store information that shouldn’t change. But brains are the superior choice when you want information to change, in interesting and useful ways: to connect up with other facts and ideas, to acquire successive layers of meaning, to steep for a while in your accumulated knowledge and experience and so produce a richer mental brew.
What does evidence from cognitive science show?
选项 A、Knowledge is better kept in long-term memory.
B、Critical thinking is based on factual knowledge.
C、Study skills are essential to knowledge acquisition.
D、Critical thinking means challenging existing facts.
答案B
解析 推断题。拫据题干中的关键词 evidence from cognitive science 可以定位至文章第三段。该段前两句指出“事实上，认知科学提供的依据使技术可以独立于事实性知识而存在的观念受到挑战。整理过去 30 年来的数据得出这样一个不受科学挑战的结论：善于思考需要了解事实，这千真万确，不仅仅因为你需要一些东西来进行思考。”由此可知正确答案是B。
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