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A brief course of brain exercises helped older adults hold on to improvements in reasoning skills and processing speed that could be detected as long as 10 years after the course ended, according to results from the largest study ever done on cognitive training.
The findings, published on Monday in the Journal of theAmerican Geriatrics Society, offer welcome news in the search for ways to keep the mind sharp as 76 million baby boomers in the United States advance into old age.
The federally-sponsored trial of almost 3,000 older adults, called the Advanced Cognitive Training for Independent and Vital Elderly study (ACTIVE), looked at how three brain training programs --- focusing on processing speed, memory and reasoning ability --- affected cognitively --- normal adults as they aged.
People in the study had an average age of 74 when they started the training, which involved 10 to 12 sessions lasting 60 to 75 minutes each. The training course was designed to improve specific cognitive abilities that begin to decline as people age. It did not aim to prevent dementia(痴呆) caused by underlying disease such as Alzheimer’s. After five years, researchers found that those with the training performed better than their untrained counterparts in all three measures.
Although gains in memory seen at the studyˈs five-year mark appeared to drop off over the next five years, gains in reasoning ability and processing speed lasted 10 years after the training.
"What we found was pretty astonishing. Ten years after the training, there was evidence the effects were durable for the reasoning and the speed training," said George Rebok, an expert on aging and a professor at Johns Hopkins University in Baltimore, who led the study.
The participants in all three training groups also reported that the training made it easier for them to do daily activities such as managing their medications, cooking meals or handling their finances than those who did not get the training. But standard tests of these activities showed no differences between the groups.
"The speed-of-processing results are very encouraging," said study co-author Jonathan King, program director for cognitive aging in the Division of Behavioral and Social Research at the National Institute on Aging (NIA), part of the National Institutes of Health, which helped fund the research.
King said the self-reported improvements in daily function were interesting, but added, "We do not yet know whether they would truly allow older people to be independent for a longer time." However, the researchers said even a small gain would be likely to ease the burden on caregivers and health care providers.
"If we delay the attack of difficulties in daily activities even by a small amount, that can have major public health implications in terms of helping to control healthcare costs, delaying entry into institutions and hospitals," Rebok said.
Brain Training Courses Keep 1. Sharp | |
Basic information about the study | ●The study was 2. by the federal government. ●3,000 participants aged 74 on average were 3. in the training course. ●They were given cognitive training, whose 4. were processing speed, memory and reasoning ability. |
Results of the study | ●The training enables the participants to give a better 5. in all three measures. ●Older adults enjoy 6. of the training especially in processing speed and reasoning skills even 10 years after the training. ●According to the participants, they had less 7. dealing with their daily activities. |
8. of the study | ●The findings help in looking for ways to keep the mind sharp with76 million baby boomers 9.. |
Opinions of the researchers | ●It is unknown whether the brain training would make it possible for older adults to live independently longer. ●However, even a small gain could reduce the burden of 10. to the elders. |
No one has a temper naturally so good, that it does not need attention and cultivation, and no one has a temper so bad, but that, by proper culture, it may become pleasant. One of the best disciplined tempers ever seen, was that of a gentleman who was naturally quick, irritable, rash, and violent; but, by taking care of the sick, and especially of mentally deranged(疯狂的) people, he so completely mastered himself that he was never known to be thrown off his guard.
There is no misery so constant, so upsetting, and so intolerable to others, as that of having a character which is your master. There are corners at every turn in life, against which we may run, and at which we may break out in impatience, if we choose.
Look at Roger Sherman, who rose from a humble occupation to a seat in the first Congress of the United States, and whose judgment was received with great respect by that body of distinguished men. He made himself master of his temper and cultivated it as a great business in life. There are one or two instances which show this part of his character in a light that is beautiful.
One day, after having received his highest honors, he was sitting and reading in his sitting room. A student, in a room close by, held a looking-glass in such a position as to pour the reflected rays of the sun directly in Mr Shermanˈs face. He moved his chair, and the thing was repeated. A third time the chair was moved, but the looking-glass still reflected the sun in his eyes. He laid aside his book, went to the window, and many witnesses of the rude behavior expected to see the ungentlemanly student severely punished. He raised the window gently, and then—shut the window blind!
I can not help providing another instance of the power he had acquired over himself. He was naturally possessed of strong passions, but over these he at length obtained an extraordinary control. He became habitually calm and self-possessed. Mr Sherman was one of those men who are not ashamed to maintain the forms of religion in their families. One morning he called them all together as usual to lead them in prayer to God. The "old family Bible" was brought out and laid on the table.
Mr Sherman took his seat and placed beside him one of his children, a child of his old age. The rest of the family were seated around the room, several of whom were now grown-ups. Besides these, some of the tutors of the college were boarders in the family and were present at the time. His aged mother occupied a corner of the room, opposite the place where the distinguished Judge sat.
At length, he opened the Bible and began to read. The child who was seated beside him made some little disturbance, upon which Mr Sherman paused and told it to be still. Again he continued but again he had to pause to scold the little offender, whose playful character would scarcely permit it to be still. At this time he gently tapped its ear. The blow, if blow it might be called, caught the attention of his aged mother, who now with some effort rose from the seat and tottered across the room. At length, she reached the chair of Mr Sherman, and in a moment, most unexpectedly to him, she gave him a blow on the ear with all the force she could gather. “There,” said she, “you strike your child, and I will strike mine.”
For a moment, the blood was seen mounting to the face of Mr Sherman. But it was only for a moment and all was calm and mild as usual. He paused; he raised his glasses; he cast his eye upon his mother; again it fell upon the book from which he had been reading. Not a word escaped him; but again he calmly pursued the service, and soon sought in prayer an ability to set an example before his household which should be worthy of their imitation. Such a victory was worth more than the proudest one ever achieved on the field of battle.
1.The following sentence should be put at the beginning of Paragraph _______.
The difference in the happiness which is received by the man who governs his temper and that by the man who does not is dramatic(戏剧性的，巨大的).
A. Five B. Four
C. Three D. Two
2.How is the passage mainly developed?
A. By analyzing reasons. B. By listing arguments.
C. By giving examples. D. By comparing facts.
3.What was Roger Shermanˈs attitude towards his aged mother?
A. Tolerant. B. Skeptical
C. Grateful. . D. Sympathetic.
4.What can we learn about Roger Sherman?
A. He came from a distinguished family background.
B. He was not good at displaying his true inner feelings.
C. He severely punished a student who didnˈt behave himself.
D. He was a man conscious of the consequences of his behavior.
5.What does the underlined sentence in the last paragraph mean?
A. Mr Sherman was ashamed of his motherˈs behavior.
B. Mr Sherman was then on the point of exploding.
C. Mr Shermanˈs face was covered with blood.
D. Mr Sherman was seeking strength in prayer.
6.Which of the following is the best title for the passage?
A. Treasure your Bible.
B. Save your self-esteem.
C. Mind your manners.
D. Control your temper.
Like toolmaking,teaching was once thought to be an exclusive capacity of the human mind.It is not actually.
“Teaching”requires this:one individual must take time from their own task to demonstrate and instruct with effort and the student must learn a new skill.That’s a tall order.
When a young chimpanzee watches a skilled adult and then imitates ,that’s learning.But the adult has not taken time specifically to instruct,so it is not teaching.In the honeybees’ amazing dance,the dancer takes time to indicate information about a source of food,but observers learn no new skill.They do take time to show,but they do not pass on new skills to learners.
Dolphins teach.Atlantic spotted dolphin mothers sometimes free a caught fish in the presence of their youngsters and let their youngsters chase it,catching it again if it’s getting away.Dolphin youngsters also position themselves alongside mothers who are scanning sandy bottoms for hidden fish,and the mother spends extra time demonstrating.
Other teachers include:housecats who bring back live prey and let their young learn to catch it,and meerkats(猫鼬) who first bring to their growing young dead scorpions(蝎子), then disabled ones,to demonstrate how to remove the poisonous part on their tails.
Like toolmaking and teaching,imitation is also considered to reflect high intelligence.In South Africa lived a baby dolphin named Dolly.One day while she was just six months old,Dolly was watching a trainer standing at the window smoking a cigarette,blowing puffs of smoke.Dolly swam to her mother,got a mouthful of milk,then returned to the window and released a cloud of milk that surrounded her head.The trainer was“absolutely astonished”.Somehow Dolly came up with the idea of using milk to represent smoke.Using one thing to represent something else isn’t just imitation.It is art.
1.What does the underlined phrase“a tall order”probably mean in paragraph 2?
A. A clear instruction.
B. A high risk.
C. A difficult requirement.
D. useful purpose.
2.What do we know about honeybees’dance?
A. Presenting. B. Learning.
C. Imitating. D. Teaching.
3.What can we infer about animals that can teach?
A. Bees show their dance to younger generations.
B. Housecats teach in a way similar to dolphins.
C. Young dolphins must learn how to free a fish.
D. Meerkats have poisonous parts on the tails.
4.Why does the author use Dolly’s example?
A. To prove smoking can affect other animals.
B. To explain dolphins are capable of making art.
C. To show animals can be surprisingly intelligent.
D. To stress milk is to dolphins what smoking is to men.
As businesses and governments have struggled to understand the so-called millennials—born between roughly 1980 and 2000—one frequent conclusion has been that they have a unique love of cities. A deep-seated preference for night life and subways, the thinking goes, has driven the revitalization of urban cores across the U.S. over the last decade-plus.
But there’s mounting evidence that millennials’ love of cities was a passing fling(放纵). Millennials don’t love cities any more than previous generations.
The latest argument comes from Dowell Myers, an urban planning professor at USC.As they age, says Myers, millennials’ presence in cities, will “be evaporating(蒸发) through our fingers, if we don’t make some plans now.” That’s because millennials’ preference for cities will fade as they start families and become more established in their careers.
It’s about more than aging, though. Demographer William Frey has been arguing for years that millennials have become‘stuck’in cities by the 2008 downturn and the following slow recovery, with poor job prospects and declining wages making it harder for them to afford to buy homes in suburbia.
Myers, too, says observers have confused young people’s presence in cities with a preference for cities. Survey data shows that more millennials would like to be living in the suburbs than actually are. But the normal career and family cycles moving young people from cities into suburban houses have become, in Myers’ words, “a plugged up drain.”
But unemployment has finally returned to healthy lows (though participation rates and wages are still largely stagnant), which Myers says should finally increase mobility for millennials.
Other trends among millennials, supposedly matters of lifestyle preference, have already turned out to have been driven mostly by economics. What was once deemed their broad preference for public transit may have always been a now-reversing inability to afford cars. Even decades-long trends towards marrying later have been accentuated as today’ s young people struggle for financial stability.
Investors are already taking the idea that millennials will return to old behavior patterns seriously, putting more money into auto manufacturers and developers. But urban lifestyles, up to and including trendy bars, aren’t just hip—they’re a part of what powers a city’s economic engines, bringing people together to explore new ideas, create companies, and build careers.
From the 1960s to the 1990s, we saw that suburbanization(城市郊区化) also means an economic and social hollowing out for cities. Now that the economic shackles are coming off today’s young city residents, cities that want to stay vibrant(充满生机的) have to figure out how to convince them—and their growing families—to stick around.
1.Why are Millennials about to leave city?
A. It is too expensive for them to buy apartment in cities.
B. They find it difficult for to seek a god job in cities.
C. It is easier to get married moving to the suburban.
D. They are more confident with their economic situation.
2.What does the author mean quoting Myerˈs “a plugged up drain"(para 5)?
A. Millennials are reluctant to leave attractive cities.
B. Millennals are stopped from moving to the suburbs.
C. Milennials are unwilling to be cut off from the suburban.
D. Millennials are afraid of another economic decline.
3.How does the author feel about the suburbanization?
A. sign of stable finance.
B. A growth of health issues
C. A conflict of new ideas.
D. A loss of modem life
How do I apply to NYU Shanghai?
All non-Chinese applicants to NYU Shanghai will follow the international admissions process outlined below. If you are a citizen of Mainland China, Taiwan, Hong Kong or Macao regardless of where you currently live, click her for more information on the Chinese admissions process.
Step 1: Start and Complete the Common Application Online
The Common Application is required for students applying to any or all of NYU’s three degree-granting campuses in Shanghai, New York, or Abu Dhabi. You’ll be able to choose your campus(s)and program(s) of interest on the NYU Questions page of the Common Application. If NYU Shanghai is your first choice, select Shanghai as your Primary campus of interest. If Shanghai is your second or third choice, please select it as an alternate campus of interest.
You’ll need:
Contact information for the counselor or other school representative who will complete your Common Application School Report and submit your official high school transcript.
Contact information for one teacher (or two, maximum) who will complete the Teacher Evaluation form.
Nonrefundable $80.00 application fee. Students who are unable to pay the application fee can request a fee waiver.
Are you ready? Start the application now.
Step 2: Gather and Submit Necessary Documents
You will need to provide the following:
Results from standardized tests and/or national exams.
The Common Application School Report and official high school transcript.
One teacher valuation (students may submit an optional second teacher evaluation, but please submit no more than two)
The Common Application Mid-Year Report (This should show your first semester senior year grades. Have your counselor submit the report by March 1 through the Common Application.)
The Common Application Final Report with final transcript, showing proof of graduation by July 1 (admitted students only)
Please note that for the SAT, SAT Subject Test, AP, and TOEFL, the NYU code is 2562; for the ACT, the NYU code is 2838.
SAT, SAT Subject, ACT, and AP scores must be final at the time of application. For other examinations, like IB or A-Levels, predicted results may be submitted at the time of application by a school official if final results are not yet available. Students who submit predicted results will need to submit final scores as soon as not they become available. For a comprehensive list of standardized tests that can be submitted to fulfill the application requirements visit NYU Standardized Testing Policy.
When should I apply?
Follow the key dates and deadlines below. Learn more about early decision.
The cut-off time for applications is 11:59p.m EST.
Sending Documents
Submit original or certified copies only. A certified copy has an original signature of the registrar or other designated school official, or the institution’s seal. Include an official English Elation if the document isn’t in English. A school official or a translation agency accredited in the country of the educational institution can issue the translation. NYU will only make exceptions for documents in Mandarin Chinese submitted to NYU Shanghai.
Transcripts and test scores must come from an official source to be processed.
Documents not submitted through the Common Application can be mailed to New York University Office of Undergraduate Admissions.
383 Lafayette Street
New York, NY 10003 USA
Or sent via email to: admissions.docs@ayu.edu
1.Who is the website page intended for?
A. Students who want to apply for NYU Shanghai.
B. Chinese students who have been admitted to NYU Shanghai.
C. Non-Chinese applicants who intend to be enrolled in NYU New York.
D. Students who are prepared to pay a visit to NYU Shanghai.
2.What is TURE about the application procedure?
A. The application fee of $80.00 can be refunded.
B. Official high school transcript is not a must when applying for NYU Shanghai.
C. Students should submit their Mid-Year report on their own by March 1.
D. Applicants have three kinds of ways to submit their documents.
Gillian was only eight years old, but her future was already at risk.
Her schoolwork was a ________, at least as far as her teachers were concerned. She __________ assignments late, her handwriting was terrible, and she _______ poorly. Not only that, she was a disruption to the entire class, one minute moving ________, the next staring out the window, _______ the teacher to stop the class to pull Gillian’s ________ back, and the next doing something to _______ the other children around her. Gillian wasn’t __________ concerned about any of this, but the school was very concerned. This came to a head when the school __________ to her parents.
The school thought that Gillian had a ___________ disorder of some sort and that it might be more _______ for her to be in a school for children with special __________. Gillian’s parents received the letter from the school with great concern and sprang to _________. Gillian’s mother took her to a psychologist for assessment, __________ the worst.
The psychologist sat Gillian on a huge leather sofa. ________ about the impression she would make, she sat on her hands so that she wouldn’t move. Eventually, Gillian’s mother and the psychologist stopped talking.
“Gillian, you’ve been very ________, and I thank you for that. But we’re going out of the room for a few more minutes...” With the radio turned on, the two adults left.
Nearly immediately, Gillian was on her _______, moving around the room to the ________. Anyone would have noticed there was something natural about Gillian’s __________.
The psychologist turned to Gillian’s mother and said, “Gillian isn’t _________. She’s a dancer. Take her to a dance school.”
1.A. disaster B. burden C. reward D. thrill
2.A. brought out B. took in C. turned in D. reached out
3.A. equipped B. tested C. wrote D. behaved
4.A. desperately B. quietly C. hopelessly D. noisily
5.A. encouraging B. reminding C. attracting D. forcing
6.A. leg B. attention C. influence D. image
7.A. disturb B. strike C. seize D. abuse
8.A. particularly B. formally C. willingly D. partly
9.A. spoke B. submitted C. wrote D. appealed
10.A. learning B. moving C. sleeping D. reading
11.A. convenient B. equal C. personal D. appropriate
12.A. hobbies B. talents C. looks D. needs
13.A. prayer B. action C. assistance D. escape
14.A. witnessing B. fearing C. preparing D. underlining
15.A. Embarrassed B. Confused C. Nervous D. Curious
16.A. patient B. dynamic C. honest D. cautious
17.A. own B. seat C. feet D. run
18.A. mirror B. radio C. music D. romance
19.A. movements B. assessment C. ambition D. passion
20.A. clumsy B. delicate C. violent D. sick
