懒笔记
2024年6月英语六级真题第3套 Part III Section C (2) The role of variability: from playing tennis to learning language
CET-6 · 来自 2024年6月英语六级真题第3套 · Part III Section C (2) · 阅读理解（四选一）

The role of variability: from playing tennis to learning language

《变化性的作用：从打网球到学语言》 —— 2024年6月英语六级真题第3套文章逐层精读

本文选自2022年5月13日发布在马克斯·普朗克心理语言学研究所官网（mpi.nl）的一篇标题为“The role of variability: from playing tennis to learning language”（《变化性的作用：从打网球到学语言》）的研究新闻（主要研究者 Limor Raviv）。

本页是 2024年6月英语六级真题第3套 Part III Section C (2) 文章的精读视角页——这篇说明文全文 443 词、11 段，CEFR 难度 C1（C1 级在英语六级文章中占 58%），作者立场为「客观中立」；英文原文之外，本篇已有的 11 项精读维度逐项展开，其中能迁移到其他英语六级真题文章的判断方法（篇章结构、修辞、言外之意、作者态度、体裁速判）随各维度一并讲透。

精读最佳实践

本页解析里的段号（P1）都可以点——点一下，原文在顶部翻开并定位到该段，解析引用的原文同步标亮；合上原文，你还停在刚才读到的位置。点 P1 试试。

PASSAGE · 文章原文

11 段英文原文

以下为2024年6月英语六级真题第3套 Part III Section C (2) 的阅读理解（四选一）原文，共 11 段。左侧 P1–P11 是段落编号——本页全部解析（结构、逐段、修辞、自检题）都以它为坐标回指原文，点击解析里的段号，原文即在顶部翻开并定位到该段、引用的原文同步标亮；合上原文仍停在当前阅读位置。原文保持卷面形态，不带翻译与标注。

The role of variability: from playing tennis to learning language

Variability is crucially important for learning new skills. Consider learning how to serve in tennis. Should you always practise serving from the exactly same location on the court, aiming at the same spot? Although practising in more variable conditions will be slower at first, it will likely make you a better tennis player in the end. This is because variability leads to better generalisation of what is learned.

This principle is found in many domains, including speech perception and learning categories. For instance, infants will struggle to learn the category "dog" if they are only exposed to Chihuahuas, instead of many different kinds of dogs.

"There are over ten different names for this basic principle," says Limor Raviv, the senior investigator of a recent study. "Learning from less variable input is often fast, but may fail to generalise to new stimuli."

To identify key patterns and understand the underlying principles of variability effects, Raviv and her colleagues reviewed over 150 studies on variability and generalisation across fields, including computer science, linguistics, categorisation, visual perception and formal education.

The researchers discovered that, across studies, the term variability can refer to at least four different kinds of variability, such as set size and scheduling. "These four kinds of variability have never been directly compared—which means that we currently don't know which is most effective for learning," says Raviv.

The impact of variability depends on whether it is relevant to the task or not. But according to the 'Mr. Miyagi principle', practising seemingly unrelated skills may actually benefit learning of other skills.

But why does variability impact learning and generalisation? One theory is that more variable input can highlight which aspects of a task are relevant and which are not.

Another theory is that greater variability leads to broader generalisations. This is because variability will represent the real world better, including atypical(非典型的) examples.

A third reason has to do with the way memory works: when training is variable, learners are forced to actively reconstruct their memories.

"Understanding the impact of variability is important for literally every aspect of our daily life. Beyond affecting the way we learn language, motor skills, and categories, it even has an impact on our social lives," explains Raviv. "For example, face recognition is affected by whether people grew up in a small community or in a larger community. Exposure to fewer faces during childhood is associated with diminished face memory."

"We hope this work will spark people's curiosity and generate more work on the topic," concludes Raviv. "Our paper raises a lot of open questions. Can we find similar effects of variability beyond the brain, for instance, in the immune system?"

PARAGRAPHS · 逐段精读

11 段逐段主旨与解读

逐段拆解2024年6月英语六级真题第3套 的这篇原文——每段给出英文段落主旨、段落标题与中文解读，并提炼一条「这段为什么这样读」的具体方法。

  1. P1

    The Value of Variable Practice

    Variable practice improves the generalisation of new skills.

    本段承担全文的引入功能，先提出 variability improves generalisation 的总论点。后文将从跨领域证据、研究发现、作用机制和现实影响等方面，逐步解释并扩展这一核心观点。

    剥离网球例子
  2. P2

    Variability Across Learning Domains

    Variability is essential for category learning in many domains.

    本段为文章主旨提供跨领域的初步证据，说明 variability 的作用具有 general applicability。它把第一段的运动学习结论延伸到语言感知和概念分类，使文章论证范围更广。

    归纳狗的例子
  3. P3

    The Limitation of Limited Input

    Fast learning from limited input may not generalise.

    本段从反面论证文章主旨，指出低变异输入虽有效率优势，却可能牺牲 generalisation。它进一步解释了为什么第一段所说的“初期较慢”并不意味着多样化练习较差。

    抓住快慢反差
  4. P4

    A Review of Variability Research

    A large cross-disciplinary review examined variability and generalisation.

    本段由一般原理转入学术研究，为后文的发现建立 evidence base。150 多项 studies 和跨领域范围增强了文章关于 variability 的论证可信度与普遍性。

    定位研究动作
  5. P5

    Four Forms of Variability

    Four forms of variability exist, but their relative effectiveness is unknown.

    本段细化了文章主旨中的 variability 概念，并指出当前研究的 unresolved question。它避免读者把“多样性有效”简单化，也为后续研究提供了明确方向。

    分类后看空白
  6. P6

    Relevance and Transfer in Learning

    The effects of variability depend on relevance, even across seemingly unrelated skills.

    本段为文章主旨增加条件性，说明 variability 的收益不是机械发生的。它促使读者进一步思考：哪些变化真正有助于学习，以及技能间为何会发生 transfer。

    识别表面例外
  7. P7

    Identifying Relevant Features

    Variability may help learners distinguish relevant features from irrelevant ones.

    本段开始解释 variability improves generalisation 的内在原因。通过帮助学习者筛选 relevant information，它为前文的学习迁移效果提供了第一个理论支撑。

    锁定首个机制
  8. P8

    Broader Generalisation Through Diversity

    Greater variability supports broader generalisations by reflecting real-world diversity.

    本段提供第二种机制解释，并直接呼应全文的 generalisation 主题。它说明学习者接触 atypical examples 后，形成的规则更接近真实世界的复杂性。

    串联因果链条
  9. P9

    Active Memory Reconstruction

    Variable training strengthens learning through active memory reconstruction.

    本段补充第三个理论维度，即认知记忆机制。至此，文章从特征筛选、现实表征和 memory reconstruction 三方面，共同解释 variability 的学习价值。

    提炼第三机制
  10. P10

    Variability in Daily and Social Life

    Variability has broad real-life effects, including on face recognition.

    本段提升了文章主旨的现实意义，说明 variability 并非仅是课堂或实验室中的学习问题。它把这一原则延伸到 social cognition，使读者认识到早期经验多样性可能影响日常社会能力。

    由人脸推及生活
  11. P11

    Open Questions About Variability

    Variability research leaves open questions for future investigation.

    本段完成全文收束，并把文章主旨从已有发现推向未来研究。它表明 variability 的影响范围可能超出学习与大脑，为读者留下进一步探究的科学问题。

    识别未来追问
SELF CHECK · 段落自检题

11 道逐段细节自检题

针对2024年6月英语六级真题第3套这篇原文，每段配 1 道细节题（ 1 个正确项 + 5 个干扰项 ，由懒笔记精读引擎基于本段命制，非试卷原题）。 选项默认中性；点「显示答案与解析」展开正确项、解析与最快解法，现代浏览器会同步高亮正确选项。

  1. 第 1 段 定位词 tennis variable conditions

    What is the likely long-term benefit of practising a tennis serve under variable conditions?

    • A It enables learners to master the serve more quickly at the beginning.
    • B It removes the need to aim at a particular spot on the court.
    • C It improves the learner's ability to apply the skill in different situations.
    • D It guarantees that every serve will be successful in competition.
    • E It makes fixed-location practice unnecessary for beginners.
    • F It helps players memorize the exact location of the court.
    显示答案与解析 收起答案与解析

    正确答案：C

    该项把 better tennis player 和 better generalisation 转述为 apply the skill in different situations，没有添加新条件。障碍在于原文没有直接说 apply；考生必须将 generalisation 理解为从已练环境迁移到新情境，而不能只做字面匹配。

    盯住迁移落点 时间极紧时，直接用题干中的 tennis 在 第1段 做视觉扫读，不必先通读全文。然后只比较各选项的“结果落点”：正确项应落在 generalisation 的外延，凡是落在 initial speed、绝对保证或 court location 的选项一律排除。

  2. 第 2 段 定位词 infants category "dog"

    Why might infants have difficulty learning the category "dog"?

    • A They encounter too many different kinds of dogs at once.
    • B They cannot distinguish dogs from other animal categories.
    • C They are taught category labels before seeing real dogs.
    • D They are exposed only to a very narrow range of dog examples.
    • E They are unable to remember the appearance of Chihuahuas.
    • F They receive no exposure to dogs during childhood.
    显示答案与解析 收起答案与解析

    正确答案：D

    该项准确概括 only exposed to Chihuahuas，而没有把原因误写为婴儿能力不足。narrow range 是对单一品种输入的合理同义转述，契合分类学习需要多样样本的论证。

    量词反转筛查 在 第2段 中以引号词 "dog" 直达目标句，随后只执行“量词审查”：将 only、many different、no、too many 逐个对照。正确项是唯一保留“范围不足”而未反转数量关系的选项。

  3. 第 3 段 定位词 Limor Raviv less variable input

    According to Limor Raviv, what limitation may result from less variable input?

    • A Learning will necessarily become slower than under variable input.
    • B Learners will be unable to acquire any new skill.
    • C New stimuli will become less variable over time.
    • D The principle will be known by fewer names.
    • E Learning may not transfer successfully to new stimuli.
    • F Learners will generalise more accurately to every new stimulus.
    显示答案与解析 收起答案与解析

    正确答案：E

    该项忠实转述 may fail to generalise to new stimuli。transfer successfully 是 generalise 的功能表达，may 也保留了原句的可能性。障碍是考生可能被 fast 吸引，误把速度当作学习质量。

    双谓语拆分 直接在 第3段 锁定 Raviv 的引语，画出 fast 与 may fail to 两个谓语块。题干问 limitation，便只保留第二个块的同义改写；正确项必须同时含有“新对象”和“不保证迁移”两层意思。

  4. 第 4 段 定位词 Raviv and her colleagues variability effects

    What did Raviv and her colleagues do to investigate variability effects?

    • A They conducted a single experiment on tennis players.
    • B They surveyed over 150 students in formal education.
    • C They compared only computer science and linguistics.
    • D They developed a new theory of speech perception.
    • E They measured learners' memory during variable training.
    • F They reviewed more than 150 studies from a range of fields.
    显示答案与解析 收起答案与解析

    正确答案：F

    reviewed、more than 150 studies 和 a range of fields 分别对应研究行为、数量和跨学科范围。该项没有把 review 偷换为原创实验，完整保留了方法的性质。

    动宾配对核验 在 第4段 不读领域列表的细节，先执行“动词-宾语配对”：reviewed 对应 studies。正确项必须同时保住这对搭配和跨领域范围；把 studies 替换成 students、experiment 或 theory 的选项可秒排。

  5. 第 5 段 定位词 four kinds of variability

    What remains unknown about the four kinds of variability?

    • A Which type is most effective for learning has not yet been determined.
    • B Whether set size and scheduling are forms of variability.
    • C Whether variability has any effect on learning at all.
    • D How many studies have examined generalisation.
    • E Why computer science should be excluded from the comparison.
    • F Whether all learners prefer less variable input.
    显示答案与解析 收起答案与解析

    正确答案：A

    该项精确概括 currently don't know which is most effective for learning。has not yet been determined 保留了研究尚未完成比较的状态，而不是否认四种类型的存在。

    直取未知从句 在 第5段 中先找 don't know，而不是先读四种类型。将其后面的疑问从句直接压缩为正确项的语义骨架；任何重复已知 examples、数量或把比较对象改成学习者偏好的选项都排除。

  6. 第 6 段 定位词 Mr. Miyagi principle unrelated skills

    What does the 'Mr. Miyagi principle' suggest about practising unrelated skills?

    • A Only task-relevant practice can improve learning.
    • B Seemingly unrelated practice can sometimes support the learning of other skills.
    • C Unrelated skills are always more effective than relevant skills.
    • D Learners should avoid practising skills that seem unrelated.
    • E Task relevance has no influence on variability effects.
    • F The principle applies only to motor skills.
    显示答案与解析 收起答案与解析

    正确答案：B

    seemingly、can sometimes 和 other skills 分别保留原文的表面关系、可能性和迁移对象。干扰难点在于 But 后的补充容易被误读为推翻前面的 relevance 条件；实际是提出非直观的潜在收益。

    三词语气验真 到 第6段 后，不必处理全部理论背景，只把三个语气词划出来：seemingly、may、actually。正确项是唯一同时保留“表面无关”与“可能有益”的选项；绝对词是最快的排除标签。

  7. 第 7 段 定位词 one theory more variable input

    How can more variable input improve learning according to one theory?

    • A It ensures that learners encounter only typical examples.
    • B It allows learners to avoid reconstructing their memories.
    • C It can make task-relevant and task-irrelevant features easier to distinguish.
    • D It reduces the number of aspects involved in a task.
    • E It makes all aspects of a task equally relevant.
    • F It replaces the need for practice with direct instruction.
    显示答案与解析 收起答案与解析

    正确答案：C

    该项将 highlight which aspects are relevant and which are not 转述为 easier to distinguish。它保留了理论中的辨别机制，而未把它误写为增加样本数量或直接扩大现实经验。

    展开highlight 在 第7段 只读 theory 后的一句，采用“动词展开法”：把 highlight 展开为“看出差别”。正确项应同时出现 relevant 与 irrelevant 两端；只有一端、减少数量或记忆重构的选项均非本机制。

  8. 第 8 段 定位词 broader generalisations greater variability

    Why may greater variability lead to broader generalisations?

    • A It prevents learners from encountering atypical examples.
    • B It makes the real world less complex for learners.
    • C It eliminates the need to generalise beyond familiar examples.
    • D It provides a representation that better reflects the real world, including atypical cases.
    • E It guarantees accurate learning from every unusual case.
    • F It highlights which task aspects are relevant.
    显示答案与解析 收起答案与解析

    正确答案：D

    better reflects the real world 和 including atypical cases 对应原文完整因果依据。障碍在于 broad 不是简单的“数量更多”，而是样本覆盖现实世界的范围更广。

    because句裁决 在 第8段 直接用 because 截取因果证据，不先纠缠 generalisation 的定义。正确项必含“更贴近真实世界”这一解释，并能容纳 atypical cases；只谈记忆、相关特征或绝对成功的选项可立即排除。

  9. 第 9 段 定位词 memory training is variable

    What memory-related process occurs when training is variable?

    • A Learners passively repeat the same memory without change.
    • B Learners no longer need to use memory during training.
    • C Learners store fewer memories to avoid confusion.
    • D Learners memorize atypical examples more quickly.
    • E Learners are compelled to actively reconstruct what they remember.
    • F Learners identify which task features are irrelevant.
    显示答案与解析 收起答案与解析

    正确答案：E

    compelled 对应 forced，actively reconstruct 对应原文核心动作。what they remember 是对 their memories 的自然转述，完整体现该理论的主动记忆加工机制。

    锁死动作力度 在 第9段 采用“谓语替换”法：将 forced to actively reconstruct 压缩为“被迫主动重构”。正确项是唯一保留 force 加 active 两个力度标记的选项，其余即使出现 memory 也可能只是表面重复。

  10. 第 10 段 定位词 fewer faces during childhood associated with

    What is associated with exposure to fewer faces during childhood?

    • A Improved recognition of faces from larger communities.
    • B A guaranteed preference for living in a small community.
    • C More accurate memory for every familiar face.
    • D Greater exposure to atypical dog examples.
    • E The complete loss of all social skills.
    • F Diminished ability to remember faces.
    显示答案与解析 收起答案与解析

    正确答案：F

    该项直接转述 diminished face memory，并准确保留结果的负向方向。障碍在于题干的 fewer 容易让考生仅选 small community，而该短语是暴露量的背景来源，不是被关联的结果。

    关联宾语定向 在 第10段 用 childhood 作为视觉锚点，直接读取其后 associated with 的宾语。正确项只需保留“face memory 下降”这一方向；凡是把背景 community 当结果、把相关性写成保证或把下降倒成提高的选项都无需细读。

  11. 第 11 段 定位词 Raviv

    What future question does Raviv raise about variability effects?

    • A Whether similar effects can be found outside the brain, such as in the immune system.
    • B Whether the immune system has already been proven to learn from variability.
    • C Why all variability effects are limited to the brain.
    • D How to eliminate variability from language learning.
    • E Which tennis serving location is most effective.
    • F Whether fewer childhood faces improve face memory.
    显示答案与解析 收起答案与解析

    正确答案：A

    whether similar effects can be found outside the brain 完整保留原文 can we 的开放性和 beyond the brain 的范围，immune system 只是原文给出的具体例子。障碍是考生可能将提问误读成研究已证实免疫系统存在该效应。

    问号前锁开放项 直达 第11段，跳过 hope 句，专搜问号前的 can we。正确项是唯一将“尚待发现”与“脑外系统”同时保留的选项；任何 already、proven、limited to 都与问句形态冲突。

STRUCTURE · 篇章结构

11 个意群的说明文骨架

按说明文 的行文骨架切分意群，每个意群标注它覆盖的段落与对主旨的作用——逐段读完后回到这里俯瞰全篇，能看清作者为什么按这个顺序行文。

  1. P1

    引入variability概念并说明其重要性

    这个意群通过tennis serve这个具体example来introduce核心concept：variability在skill learning中的crucial role。虽然variable practice一开始slower，但最终会lead to更好的generalisation ability。

    作为说明文的opening part，这个意群establish了全文的central topic——variability对learning的impact。通过familiar scenario（打网球）让readers immediately grasp这个abstract concept的practical meaning。

    提出核心概念
  2. P2

    拓展variability原则的适用范围

    这个意群expand了variability principle的application scope，说明这个principle不仅限于motor skills，而是found in多个domains，比如speech perception和category learning。通过infants learning关于dog的category这个example来illustrate。

    说明文在introduce core concept后，常需要demonstrate其broader applicability来establish credibility和significance。这个意群fulfill了这个function，showing that variability effects不是isolated phenomenon，而是cross-domain的universal principle。

    扩展应用领域
  3. P3

    引入研究视角和专家观点

    这个意群introduce了research perspective，通过quote Limor Raviv这位senior investigator来provide authoritative insight。她指出variability有over ten different names，并articulate了core finding：less variable input虽然fast但may fail to generalise。

    说明文需要establish authority和credibility。这个意群通过introduce expert voice和research context来strengthen argument的persuasiveness。它transition文章从descriptive mode进入evidence-based analysis mode。

    引入权威论证
  4. P4

    介绍研究方法和范围

    这个意群describe了research methodology：Raviv和colleagues如何conduct systematic review，examine over 150 studies across multiple fields（computer science、linguistics、categorisation等）来identify patterns和understand underlying principles。

    说明文especially是science-based的explanatory text需要clearly present research methods来establish findings的validity。这个意群provide了methodological foundation，让subsequent claims显得well-grounded和systematic。

    交代研究基础
  5. P5

    揭示研究发现的复杂性

    这个意群present key research finding：variability这个term实际refer to至少four different kinds（包括set size和scheduling）。重要的是，these types从未been directly compared，所以currently不知道which最effective for learning。

    说明文需要present findings honestly，包括reveal complexity和limitations。这个意群add nuance to之前relatively simple presentation，showing that variability不是monolithic concept而是multifaceted phenomenon，这deepen了discussion的sophistication。

    识别变异类型
  6. P6

    阐释variability的相关性条件

    这个意群explain variability的impact取决于它是否relevant to task。同时introduce了'Mr. Miyagi principle'这个interesting concept：practising看似unrelated skills可能actually benefit其他skills的learning。

    说明文需要clarify concepts的boundaries和conditions。这个意群add important qualification：variability的效果不是absolute而是conditional，depends on relevance。这prevent oversimplification并introduce intriguing paradox（Mr. Miyagi principle）。

    说明任务相关性
  7. P7

    探讨第一种理论机制

    这个意群开始explore underlying mechanisms，pose question：why does variability impact learning？然后present第一个theory：more variable input能够highlight哪些aspects of task是relevant，哪些不relevant。

    说明文在describe phenomena后需要explain mechanisms。这个意群initiate causal explanation section，从what和when转向why和how。这deepen understanding by revealing underlying processes。

    区分任务特征
  8. P8

    探讨第二种理论机制

    这个意群present第二个explanatory theory：greater variability leads to更broad的generalisations。Reason是variability will better represent real world，including atypical examples。

    说明文often present multiple explanations来provide comprehensive understanding。这个意群继续causal analysis，offer alternative perspective。Multiple theories show complexity of phenomenon并avoid oversimplification。

    形成广泛泛化
  9. P9

    探讨第三种理论机制

    这个意群present第三个theory，focus on memory的work方式：when training is variable，learners被forced to actively reconstruct their memories，这是another mechanism explaining variability的benefits。

    这个意群complete了三个theory的presentation，从不同angles（task feature discrimination、real-world representation、memory reconstruction）explain variability effects，provide thorough mechanistic understanding。

    重构记忆过程
  10. P10

    拓展至实际生活应用

    这个意群通过Raviv的quote，dramatically expand discussion scope到daily life的literally every aspect。Provide concrete example：face recognition如何affected by childhood community size，exposure to fewer faces associated with diminished face memory。

    说明文在explain mechanisms后需要demonstrate practical significance。这个意群show variability effects不仅是academic concept而是impact real-life outcomes，including social cognition。这make abstract theories personally relevant to readers。

    体现社会认知影响
  11. P11

    展望未来研究方向

    这个concluding意群express hope这个work will spark curiosity并generate more research。Raviv acknowledge paper raises many open questions，并propose intriguing future direction：能否find similar variability effects beyond brain，比如in immune system？

    说明文的conclusion需要synthesize key points并point toward future inquiry。这个意群fulfill closing function：acknowledge limitations（open questions）、invite further exploration、extend scope to unprecedented domains（immune system），leaving readers with sense of ongoing discovery。

    提示研究未完性
MAIN IDEA · 速判主旨

6 步定位这篇文章的主旨

不读完全篇也能锁定主旨——以下 6 步按2024年6月英语六级真题第3套 这篇原文的实际行文顺序给出，每步说明看哪里、看出什么，可直接迁移到其他英语六级文章。

  1. 首段核心概念定位 P1

    说明文的 first paragraph 通常会 present the main topic 并且 establish the framework，这篇文章的 第1段 就直接提出了 variability 对 learning new skills 的 crucial importance，并用 tennis serving 作为 concrete example 来 illustrate this principle

  2. 跨领域例证追踪 P2

    第2段 用了 cross-domain examples（speech perception, learning categories, infants learning 'dog'），这种 pattern expansion 表明文章在 demonstrating the universality of the principle，这正是 main idea 的 characteristic feature

  3. 研究证据锁定 P3 P4

    第3段 和 第4段 提到了 'recent study' 和 'reviewed over 150 studies'，这种 empirical evidence 在说明文中通常 serve to validate the main claim，而且 Raviv 的 quote 直接 summarizes the core principle

  4. 机制解释识别 P7 P8 P9

    第7段, 第8段, 第9段 都在 explain different theories about why variability impacts learning，这些 mechanistic explanations 是在 elaborate on the main idea 而不是 introducing new topics

  5. 影响范围确认 P10 P11

    第10段 强调 variability 'for literally every aspect of our daily life' 并给出 face recognition 这个 social application，第11段 提出 'open questions' about extending beyond the brain，这种 broadening perspective 在 concluding sections 再次 reinforces the main theme's significance

  6. 全文主线整合 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11

    这篇文章从头到尾都在 revolve around 'variability enhances learning and generalization' 这个 core thesis，所有的 examples, research findings, theories, 和 applications 都是 supporting this central claim

主旨信号词 crucially important P1 generalisation P1 principle P2 across fields P4 impact P6 Understanding P10 literally every aspect P10

MAIN IDEA · 主旨

这篇文章在说什么

学习条件的多样性虽然初期较慢,但能增强技能在各领域的泛化能力。研究识别出四种多样性类型,表明多样化输入帮助学习者区分任务相关特征、形成更广泛的泛化,并主动重构记忆,影响语言习得、运动技能、分类和社会认知。
Variability in learning conditions, though initially slower, enhances skill generalization across domains. Research identifying four types of variability shows that variable input helps learners distinguish relevant task features, form broader generalizations, and actively reconstruct memories, impacting language acquisition, motor skills, categorization, and social cognition.
WORD INFERENCE · 生词推断

5 个生词的上下文推断

不查词典，只用文中线索推出词义——每个词给出推断出的释义与 完整推理链。已收录进英语六级高频真题词集的单词可点击进入词条页。

  • generalisation 泛化;概括;将所学知识应用于新情境的能力

    让我们把所有 clues 串联起来。首先,tennis example 告诉我们 variability training 带来 better generalisation,这说明该词与「学习成果的应用范围」相关。接着,dog category 的 infant learning 例子揭示,这种能力需要 exposure to variety 才能形成,否则就 limited to specific cases。然后 Raviv 的 expert explanation 明确点出,这是一种 apply to new stimuli 的能力。最后从 word formation 看,general + isation 就是「泛化过程」。所有 evidence 指向同一个方向。

    具体案例+专家解释+构词验证
  • stimuli 刺激;刺激物(引发生物体或学习者反应的外部因素)

    我们来整合所有 threads。从 contrast with variable input 可知,这个词指 learning 之后要 deal with 的东西。Tennis example 把它具象化为 game situations,face recognition context 显示它是 trigger responses 的 external factors。Morphological analysis 确认这是 psychology/biology 领域的 technical term,指「刺激物」。所有 clues 都支持这个 interpretation。

    对比定位+领域实例+词源确认
  • diminish 减少的;削弱的;降低的

    让我们 synthesize all evidence。Causal chain 显示 fewer exposure 会 cause 某种 negative effect on memory,这个 effect 就是 diminished。Argumentative structure 确认这是描述 lack of variability 的 negative outcome。Morphological breakdown 从 word formation 层面验证了「减少、削弱」的 semantic core。三条 lines of evidence 完全 converge。

    因果定位+论证方向+词根含义
  • reconstruct 重建;重构(记忆)

    整合所有 reasoning strands。Conditional structure 表明这是 variable training triggers 的一个 active mental process。Contrast with repetitive training 揭示这个 process 需要 recreate rather than simply repeat。Morphological analysis 直接给出「re + construct」的 transparent meaning。所有 evidence 指向「重建记忆」这一 cognitive operation。

    条件触发+对比差异+前缀语义
  • spark 激发;引发;触发(尤指兴趣、行动或过程的开始)

    我们 synthesize 所有 interpretive threads。Parallel structure with generate 提示该词表达某种「引发」动作,targeted at curiosity 说明是 mental/emotional trigger。Echoing with raise questions 的 rhetorical function 确认其「激发思考」的 pragmatic role。Metaphorical connection to physical spark 提供了 vivid conceptual foundation。所有 layers of analysis 都支持同一 interpretation。

    句法定位+语用分析+隐喻映射
RHETORIC · 修辞手法

6 处修辞手法与仿写

每处修辞给出它在本文的具体用法、同类信号词清单与一份可直接套用的 写作仿写建议——读完能认，也能写。

  • 举例子

    P1 P2 P10

    文章通过 tennis serving 这个 concrete example 来引入 variability 的概念，让读者立刻 grasp 抽象的学习原理。这个 example 不仅 illustrate 了什么是 variable practice，还 demonstrate 了它的 benefit——虽然开始 slower，但最终 generalization 更好。这种 specific scenario 让读者能够 relate to 自己的经验，从而更容易 accept 后续的理论阐述。Example 的选择也很巧妙，tennis 是大众熟悉的 sport，降低了理解的 threshold。

    信号词 for instance for example such as consider take like including

    仿写： 当你需要 explain 一个 abstract principle 时，问自己：什么 everyday activity 能体现这个原理? 选择读者 familiar 的场景，确保 example 中的 details 能直接 map 到你要说明的 concept。模版：Consider [具体活动]. Should you [常规做法]? Although [变化做法] will be [短期劣势] at first, it will likely [长期优势] in the end. This is because [核心原理]。

  • 引资料

    P3 P5 P10 P11

    文章多次 quote Limor Raviv 这位 senior investigator 的 statements，为 variability 的研究提供 authoritative support。第一次 quotation 指出这个 principle 有 'over ten different names'，establish 了研究的 complexity；第二次 quotation 强调当前研究的 limitation（四种 variability 未被 directly compared），point out research gap；最后的 quotation express research vision，show 这个 topic 的 broader implications。这些 expert voices 不仅增强文章的 credibility，还 structure 了论述的 progression：从 principle 到 research findings 到 future directions。

    信号词 says explains concludes according to states notes points out argues claims

    仿写： 当需要 strengthen 你的 argument 时，寻找 credible sources 来 back up 你的 claims。引用时要 natural 地 integrate 到句子中，用 reporting verbs 如 'says'、'explains'、'concludes' 来 introduce。确保 quotation 不是 isolated，而是 connected 到你的 main point。模版：[人名/机构], the [身份/职位], [动词]. "[直接引语内容]"。或：According to [来源], "[引语]"。

  • 列数字

    P3 P4

    文章在 第4段 提到 'over 150 studies'，这个 specific number 让读者 understand 这个 review 的 scale 和 comprehensiveness。数字给人 concrete impression，比 'many studies' 更有 persuasive power。它 demonstrate 了研究团队的 thorough work，增强了 findings 的 reliability。在 第3段 中 'over ten different names' 这个数字则 emphasize 这个 principle 的 widespread recognition 和 complexity，support 了需要 systematic review 的 necessity。

    信号词 over more than approximately nearly at least up to around about

    仿写： 当你想要 convey scale、extent 或 precision 时，use specific numbers。但要确保 numbers are meaningful 且 serve your purpose。如果 exact number 不可得，可以用 'over'、'more than'、'approximately' 等 qualifiers。将 number 和其他 descriptive elements 结合，如 'over 150 studies across fields'。模版：[研究者/团队] [动词] over [数字] [研究对象] [范围限定]，demonstrating [数字的意义]。

  • 分类别

    P5

    第5段 明确指出 variability 可以 refer to 'at least four different kinds'，如 set size 和 scheduling。这个 categorization 是文章的 critical finding，它 clarify 了 previous research 的 confusion——不同研究用同一个 term 指代不同的 things。通过 classify variability into distinct types，研究让这个 complex concept 变得 structured 和 manageable。这个分类也 reveal 了 research gap（四种从未被 directly compared），为 future work 指明 direction。分类使读者能够 understand variability 不是 monolithic concept，而是有 nuanced dimensions。

    信号词 kinds types categories forms varieties classes groups sorts

    仿写： 当你的 topic 包含 multiple types、forms 或 dimensions 时，explicitly categorize 它们。先 state 有多少 categories，再 list 或 describe 每一类。可以用 enumeration（'four kinds'）来 signal classification。确保你的 categories 基于 logical criterion 且能 serve your explanatory purpose。模版：[主题] can refer to at least [数字] different [类别词] of [概念], such as [例1] and [例2]. These [类别词] have never been [对比动作]—which means that [分类的意义]。

  • 作诠释

    P1 P6 P7 P8 P9

    文章在多处 elaborate 和 clarify key concepts。第1段 解释 'generalisation' 的 meaning 通过说明 variable practice 如何 lead to better performance；第6段 通过 'Mr. Miyagi principle' 来 illustrate seemingly unrelated skills 如何 benefit learning；第7段-9 连续三段分别 explain 三个 theories about why variability works。这些 interpretations 不是 rigid definitions，而是 flexible explanations 帮助读者 understand mechanisms 和 implications。特别是三个 theory 的 presentation，每个都 provide 不同的 explanatory angle，collectively 构建了 comprehensive understanding。

    信号词 this is because one theory is that another theory this means in other words that is the reason is

    仿写： 当你需要 explain 某个 concept 或 phenomenon 的 workings 时，不要只 define 它，而要 elaborate its mechanisms 或 implications。可以用 'this is because' 来 introduce explanations。提供 multiple perspectives 或 theories 能 deepen understanding。用 causal language（'leads to'、'results in'）和 process description 来 show how things work。模版：[现象/概念] [动词]. This is because [机制解释]. One theory is that [理论1]. Another [相关词] is that [理论2]。

  • 下定义

    P1

    虽然文章没有 explicit formal definition，但 第1段 effectively 定义了 'variability' 的 core meaning through operational description：practising in more variable conditions（与 'exactly same location' 对比）。这种 implicit definition 通过 contrast 和 concrete description 让读者 grasp the concept。文章整体上 avoid rigid definitions，instead 用 examples 和 explanations 来 convey meanings，这符合 academic writing 中 reader-friendly 的趋势，让 technical terms 变得 accessible。

    信号词 is defined as refers to means is represents denotes signifies

    仿写： 当 introduce key terms 时，provide clear definitions，但可以 flexible 选择 formal 或 operational approach。Operational definitions（描述如何 manifest 或 operate）往往比 abstract formal definitions 更 accessible。可以通过 contrast（'X instead of Y'）来 clarify meaning。确保 definition 为后续 discussion 奠定 foundation。模版：[术语] refers to [核心特征描述], as opposed to [对比项]。或：[术语] means [操作性描述]。

IMPLIED MEANING · 言外之意

7 处话里有话

作者没有明说、但靠信号词传递出来的态度与暗示——每处给出原文片段、信号词类型与解读。

  • 初期缓慢但长期有效的练习方式

    P1
    Although practising in more variable conditions will be slower at first, it will likely make you a better tennis player in the end.

    让步转折类 although though even though while whereas despite in spite of

    这个 implied meaning 是：variability training 虽然 violate 了'practice makes perfect'的 intuitive expectation，initial slowness 不是 flaw 而是 necessary trade-off。言外之意在于 challenge 读者的 conventional wisdom——快速进步不等于 effective learning。对文章主旨的 contribution 是 establish 核心论点的 counterintuitive nature，为后文 explain 'why variability works' 做 cognitive preparation，让读者意识到需要 rethink 传统的 learning assumptions。

  • 单一样本导致学习失败

    P2
    infants will struggle to learn the category "dog" if they are only exposed to Chihuahuas, instead of many different kinds of dogs.

    情态词类 struggle fail may might could likely unlikely

    这个 implied meaning 是：lack of variability 不只是 less effective，而是 fundamentally problematic——会导致 category overfitting。言外之意在于 demonstrate variability 的 necessity through negative example，Chihuahua example 用 concrete scenario 说明 narrow input 造成的 cognitive limitation。对主旨的 value 是通过 relatable analogy 把 abstract principle 变成 tangible problem，强化读者对 variability importance 的 understanding，并 foreshadow 后文对 generalization failure 的 systematic analysis。

  • 快速学习可能无法迁移

    P3
    Learning from less variable input is often fast, but may fail to generalise to new stimuli.

    对比转折类 but may fail however may not yet fails to while appearing... actually seems... but looks... yet on the surface... in reality

    这个 subtext 通过 researcher's quote 传达：speed 是 misleading metric，fast learning 可能是 overfitting 的 symptom 而非 success indicator。言外之意是 reframe 学习效果的 evaluation criteria——从 acquisition speed 转向 generalization ability。对主旨的 contribution 是 provide expert validation of the core argument，用 authoritative voice 明确 variability 的 central dilemma，为后续 review findings 建立 credible foundation，同时 prepare readers to accept 后面关于 four types of variability 的 complexity。

  • 现有研究存在可比性空白

    P5
    These four kinds of variability have never been directly compared—which means that we currently don't know which is most effective for learning

    强调否定类 never no none not a single not yet have not lacks

    这个 implied message 是：variability research 虽然 extensive（over 150 studies），但 fragmented and lacks systematic comparison，存在 fundamental methodological limitation。言外之意在于 justify 作者 review's necessity 和 novelty——不是 repeat existing findings，而是 synthesize fragmented knowledge 并 identify 亟待解决的 empirical question。对主旨的 significance 是 establish research context，说明为什么我们对 variability 的理解仍然 incomplete，为后文 discuss 不同 theories 和 open questions 做 logical preparation，同时 position 这篇文章为 addressing 这个 gap 的 initial step。

  • 表面无关的练习可能有效

    P6
    according to the 'Mr. Miyagi principle', practising seemingly unrelated skills may actually benefit learning of other skills.

    对比反转类 seemingly... actually apparently... in reality appears... but is looks like... turns out on the face of it... in fact superficially... fundamentally ostensibly... truly

    这个 implied meaning 是：variability 的 benefit 可能 extend beyond task-relevant variation，甚至 seemingly irrelevant diversity 也能 facilitate learning through unexpected pathways。言外之意在于 expand variability 的 conceptual boundary，challenge 'focused practice' paradigm，suggest 更 holistic view of skill acquisition。对主旨的 contribution 是 introduce 一个 provocative hypothesis，展示 variability effects 比 initially presented 更 far-reaching，为后面 explain underlying mechanisms 做 conceptual groundwork，同时 maintain reader engagement through surprising claim。

  • 机制尚未完全明确

    P7
    But why does variability impact learning and generalisation? One theory is... Another theory is... A third reason has to do with...

    多理论并列类 why... One theory... Another theory... A third reason one theory... another some suggest... others argue a third reason multiple explanations various accounts different perspectives

    这一段的 subtext 是：虽然 variability effects 在 empirical level 已经 well-documented，但 underlying mechanisms 仍然是 active research area，存在 multiple plausible pathways。言外之意在于 demonstrate scientific maturity——承认 mechanistic understanding 的 limitations，而非 oversimplify complex phenomena。对主旨的 value 是 provide theoretical depth，解释 'how variability works' 的 cognitive and memory foundations，同时通过 presenting multiple theories 显示 field's richness，为读者提供 comprehensive picture，也 implicitly justify 后文 call for future research。

  • 研究范围可能超越认知领域

    P10
    it even has an impact on our social lives... Can we find similar effects of variability beyond the brain, for instance, in the immune system?

    递进扩展类 even... beyond even beyond not only... but also moreover furthermore extends to

    这两个 passages 的 combined subtext 是：variability principle 可能是 fundamental organizing principle，不仅限于 cognitive learning，potentially applicable to biological and social systems。言外之意在于 elevate 研究的 theoretical significance，从 domain-specific finding 升华为 potentially universal mechanism。对主旨的 ultimate contribution 是 provide grand vision，展示 variability research 的 future potential 和 interdisciplinary relevance，以 thought-provoking questions 结束而非 definitive conclusions，inviting continued exploration，同时 reinforce 这个 topic 的 fundamental importance across multiple scales of analysis。

AUTHOR ATTITUDE · 作者态度

作者态度：客观中立

结论先行：本文作者态度为客观中立（ Objectively informative with cautiously optimistic undertones）。下面是按步骤还原的判断过程与文中的态度信号词。

  1. 识别说明与论证 P1

    说明文的 opening 通常会 establish the topic 并给出 general statement，而不会像 argumentative essay 那样直接 take a stance。作者用 'is crucially important' 这样的 declarative statement 加上 concrete example，显示出他在 presenting facts 而非 personal opinions，这是 neutral informative tone 的第一个 signal。

  2. 追踪引述动词 P3 P4 P5 P6 P7 P8 P9

    说明文作者对待 research findings 的态度非常 revealing。如果作者 consistently presents research 用 neutral verbs 比如 'shows', 'found', 'discovered'，而不用 'claims', 'argues', 'insists'，说明他在 objectively reporting 而非 critically evaluating。这篇文章从 第3段 到 第9段 都是这种 pattern，表明 objective informative stance。

  3. 识别知识边界 P5

    说明文的 objectivity 常常体现在作者是否 acknowledge limitations and uncertainties。如果作者 point out what is unknown 或 what needs further research，这是 intellectual honesty 的表现，指向 neutral informative tone。相反，如果作者 present everything as settled facts without nuance，可能是 overly positive 或 promotional tone。这里作者用 'we currently don't know' 和 'never been directly compared'，显示出 scientific caution。

  4. 解读结尾基调 P11

    说明文的 conclusion 往往 reveal author's underlying attitude。如果 ending 用 'hope', 'spark curiosity', 'raises questions'，说明作者对 topic 有 positive interest 但仍保持 scholarly distance。这不同于 purely neutral encyclopedia entry，也不同于 strongly advocating conclusion。这个 subtle optimism ('we hope') combined with intellectual humility ('raises open questions') 是 objective-but-engaged 的 typical pattern。

  5. 整合态度信号 P1 P3 P4 P5 P10 P11

    说明文作者态度的 holistic judgment 需要综合 multiple textual cues 而非 rely on single indicators。这篇文章在 structure, verb choices, limitation acknowledgment, 和 conclusion tone 四个层面都 consistently point to objective informative stance，但 subtle positive signals 比如 'crucially important' (第1段) 和 'hope' (第11段) 又显示出不是 completely detached encyclopedia tone。这种 calibrated balance between objectivity and engagement 是高质量 science communication 的特征，也是考试中 'neutral with slight positive leaning' 这类答案的典型 textual basis。

文中的态度信号词

  • crucially important P1

    这个 adverb-adjective combination 在文章开头就 establish 了 topic 的 significance，但注意它不是作者的 personal opinion，而是一个 generally accepted premise 来 introduce the topic。在说明文中，这种 strong evaluative language in opening 是用来 engage readers 和 establish topic relevance，而非 express personal bias。它 signals 作者认为这个 topic worth explaining，但仍 maintains objectivity through subsequent neutral presentation。

    同类词 vitally important fundamentally significant essentially critical particularly crucial especially vital

  • likely P1

    这个 modal adverb 'likely' 在说明 variability 的 benefit 时 introduces hedging，表明作者在 presenting a probable outcome 而非 guaranteed fact。这是 scientific writing 的 characteristic feature，用来 maintain accuracy and avoid overgeneralization。它 softens the claim and shows intellectual honesty，supporting 作者的 objective informative stance rather than advocacy tone。

    同类词 probably may might could suggests

  • says P3

    这个 neutral reporting verb 'says' 用来 introduce researcher's quote，是 objective journalism and academic writing 的 standard practice。它 presents the source's view without adding author's evaluation 或 interpretation，maintaining distance between author and reported content。这种 neutral attribution 贯穿 第3段 到 第10段，显示作者的 role 是 information transmitter 而非 judge or advocate。

    同类词 explains notes observes reports describes

  • we currently don't know P5

    这个 explicit uncertainty expression 'we currently don't know' 是 intellectual honesty 的 direct signal，表明作者在 transparently acknowledging knowledge gaps 而非 presenting everything as settled。在说明文中，这种 limitation acknowledgment 是 high-quality objective writing 的 hallmark，因为它 shows the author is not overselling findings or hiding uncertainties。它 strongly supports 作者的 neutral scientific stance。

    同类词 we don't know remains unclear is not yet understood has not been determined is still unknown

  • hope P11

    这个 desiderative verb 'hope' 在 conclusion 出现是 subtle positive signal，显示作者对 future research 有 positive expectation and enthusiasm。但关键是它仍然 maintains appropriate distance by expressing hope rather than making definitive claims。它 adds a human, engaged element to otherwise objective presentation，supporting the 'cautiously optimistic undertone' 而非 pure neutrality or strong advocacy。

    同类词 wish look forward to anticipate expect aspire

  • spark curiosity P11

    这个 metaphorical expression 'spark curiosity' 是 engagement-oriented language，显示作者 hopes the work will inspire further exploration。它比 neutral 'provide information' 更 positive，但比 advocacy language 'prove the importance' 更 measured。这种 aspirational but not assertive tone 是 science communication 中 'cautiously optimistic' stance 的 typical linguistic feature，支持作者既保持 objectivity 又展现 intellectual enthusiasm 的 balanced attitude。

    同类词 inspire interest generate enthusiasm stimulate inquiry provoke thought encourage exploration

GENRE · 速判体裁

30 秒判定这是一篇说明文

体裁决定读法与出题套路。以下判断步骤与标志词全部以本文为例，可直接迁移到其他英语六级 真题文章。

如何快速判断这是一篇说明文？

  1. 首段引入待解释主题 P1

    说明文的 opening 会直接 introduce 要 explain 的 subject matter（比如这里的 variability 对 learning 的 importance），而议论文会 present 一个 debatable claim 或者 thesis statement，新闻报道则会用 lead paragraph 来 summarize the who、what、when、where。

  2. 主体段落举例说明 P2 P3 P4 P5

    说明文的 body 会通过 exemplification 和 evidence presentation 来 make the concept understandable（比如 tennis serving、dog category learning 这些 examples），议论文的 body 会 present reasoning 和 counterarguments 来 persuade，新闻报道会 provide factual details 和 quotes from sources。

  3. 解释因果和机制 P6 P7 P8 P9

    说明文使用 explanatory discourse markers（如 'this is because'、'why does'、'one theory is'）来 reveal underlying mechanisms and reasons，议论文用 'however'、'therefore'、'thus' 来 build logical arguments for a position，新闻用 'according to'、'reported that' 来 attribute information to sources。

  4. 结尾拓展启发 P10 P11

    说明文的 conclusion 会 contextualize the concept's broader significance 和 inspire further inquiry（如 'impact on daily life'、'raises open questions'），议论文会 reinforce the thesis 和 call readers to action，新闻报道会 provide closing details 或 future event information。

  5. 客观解释性综述 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11

    这篇文章的 primary purpose 是 to explain and inform about variability's role in learning，而不是 to persuade readers to adopt a viewpoint 或 to report recent news events。整体 tone 是 neutral and educational，structure 是 explanation-oriented，content focus 是 understanding a phenomenon 而非 advocating a position 或 delivering breaking news。

哪些词暴露了说明文体裁？

  • Consider P1 说明顺序与例证词 consider for instance for example such as take... as an example
  • This principle is found in P2 事物属性功能描述词 this principle is found in is defined as refers to consists of is characterized by
  • says P3 说明顺序与例证词 explains notes according to the researcher states points out
  • To identify... reviewed P4 说明顺序与例证词 to identify in order to understand to examine to investigate for the purpose of
  • can refer to P5 事物属性功能描述词 means is defined as denotes signifies encompasses
  • But why does P7 说明顺序与例证词 but why does how does what causes the reason is this is because
  • One theory is P7 说明顺序与例证词 one theory is another explanation is a third reason one view suggests one account holds
  • Understanding... is important for P10 事物属性功能描述词 is important for is crucial for plays a role in has implications for is relevant to
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FAQ · 常见问题

关于 《变化性的作用：从打网球到学语言》 的常见问题

2024年6月英语六级真题第3套 Part III Section C (2) 文章 The role of variability: from playing tennis to learning language 的原文出自哪里？
2024年6月英语六级真题第3套 Part III Section C (2) 文章 The role of variability: from playing tennis to learning language 选自2022年5月13日发布在马克斯·普朗克心理语言学研究所官网（mpi.nl）的一篇标题为“The role of variability: from playing tennis to learning language”（《变化性的作用：从打网球到学语言》）的研究新闻（主要研究者 Limor Raviv）。
2024年6月英语六级真题第3套文章《变化性的作用：从打网球到学语言》的主旨是什么？
学习条件的多样性虽然初期较慢,但能增强技能在各领域的泛化能力。研究识别出四种多样性类型,表明多样化输入帮助学习者区分任务相关特征、形成更广泛的泛化,并主动重构记忆,影响语言习得、运动技能、分类和社会认知。（英文表述：Variability in learning conditions, though initially slower, enhances skill generalization across domains. Research identifying four types of variability shows that variable input helps learners distinguish relevant task features, form broader generalizations, and actively reconstruct memories, impacting language acquisition, motor skills, categorization, and social cognition.）
The role of variability: from playing tennis to learning language（2024年6月英语六级真题第3套文章）是什么体裁？难度如何？
体裁为说明文，作者立场是客观中立（Objectively informative with cautiously optimistic undertones）。CEFR 难度 C1，全文 443 词、11 段；在英语六级全部 593 篇真题文章中，C1 级共 343 篇（占 58%）。
2024年6月英语六级真题第3套文章《变化性的作用：从打网球到学语言》的篇章结构是怎样的？
全文 11 段按说明文骨架分为 11 个意群：第1段——引入variability概念并说明其重要性；第2段——拓展variability原则的适用范围；第3段——引入研究视角和专家观点；第4段——介绍研究方法和范围；第5段——揭示研究发现的复杂性；第6段——阐释variability的相关性条件；第7段——探讨第一种理论机制；第8段——探讨第二种理论机制；第9段——探讨第三种理论机制；第10段——拓展至实际生活应用；第11段——展望未来研究方向。
The role of variability: from playing tennis to learning language 一文的作者态度是什么？
作者态度是客观中立（Objectively informative with cautiously optimistic undertones）。判断路径：识别说明与论证 → 追踪引述动词 → 识别知识边界 → 解读结尾基调 → 整合态度信号；文中的态度信号词包括 crucially important（第1段）、likely（第1段）、says（第3段）、we currently don't know（第5段）、hope（第11段）、spark curiosity（第11段）。
2024年6月英语六级真题第3套文章 The role of variability: from playing tennis to learning language 中有哪些值得积累的生词？
按文中出现顺序共 5 个：generalisation（泛化;概括;将所学知识应用于新情境的能力）、stimuli（刺激;刺激物(引发生物体或学习者反应的外部因素)）、diminish（减少的;削弱的;降低的）、reconstruct（重建;重构(记忆)）、spark（激发;引发;触发(尤指兴趣、行动或过程的开始)），每个词的词义都可以由文中上下文线索推断得出。

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