我英语咋办啊，求高人救命、谢谢

作者&投稿：丁骨（联系方式在网页底部的电邮联系）

英语好的高人救命啊！！！！！！~

楼主的原文：

Accommodation Responses and Ageing 2881
phase at 1.0 Hz
Predicted phase
Phase lag (degrees)
Figure 8. Graph of measured and predicted (from reaction times) phase lags at 1.0 Hz against age.

It is important to note that the increase in phase lag must be attributed to a response change with age rather than to changes in reaction time. This is well illustrated by Figure 8. The phase lags at 1.0 Hz predicted on the basis of individual reaction times to step changes in stimulus, like the reaction times themselves, show little variation with age. Predicted lag at 1 Hz is simply 360R degrees, where R is the reaction time in seconds. The young observers have a measured phase lag somewhat smaller than that calculated from their reaction times, suggesting that they were able to make use of the predictability of the task to follow the same predictable changes, have lags, indicating an ageing effect in the dynamic responses.
Since a mydriatic was used to dilate the pupils of many of the older subjects, it was possible that their slower responses might in some way have been due to the drug, rather that to the effects of age. A control experiment was therefore carried out in which accommodation responses across the same range of temporal frequencies were recorded for two young subjects (26 and 27 years of age) in each of two conditions: with no drug and, on a separate occasion, half an hour after instillation of 2 drops of 2.5% phenylephrine. When the gains and phase lags of the reponses without and with the drug were compared, subject showed no change, but in the other the drug tended to reduce gains and to increase phase lags.
It is well known that phenylephrine 2.5% modestly reduces the static amplitude of accommodation. The control experiment showed that adverse effects may also be induced in the dynamic responses. Hence, it is possible that some of the changes with age seen in Figures 5 and 6 could be due to phenylephrine masking the full capacity for accommodation in those older subjects for whom mydriasis was necessary. Howevr, the 43- and 44-year-old subjects in the main experiment received no mydriatic (see the Procedure section): it is evident in Figures 5 and 6 that their results follow the same trends as those for the rest of the older subjects, implying that mydriasis is unlikely to have any major effect on the reserves further investigation.
In view of the finding of systematic changes with age in dynamic characteristics to sinusoidal target vergence change, it might seem paradoxical that no significant age changes in the response times to abrupt step changes in target vergence were detected (Table 1). It must be remembered, however, that an abrupt step, random in time, cannot be predicted, so that younger subjects are unable to use the vountary control of accommodation, which enhances their gain for low frequendy sinusoidally changing stimuli. Moreover, because gains are low at highter temporal frequencies, the markedly increased phase lags at these frequencies for older subjects have only a minor impact on the step response. Thus, step response characteristics are a less sensitive indicatior of accommodation changes with age than are studies of sinusoidally changing stimuli at a range of temporal frequencies.
The present gain and phase results for 20- and 45-year-old subjects, derived from the line fits of Figures 5 and 6, are compared in Figure 9 with those found by several previous investigatiors, who used young subjects and roughly similar stimulus amplitudes. It can be seen that there is broad agreement. It is, of course, likely that experimental details such as target luminance, contrast, size, and color will influence values of gain and phase for subjects of similar age from one study to the next. In particular, those studies in which the stimulus was presented through a Badal system, thereby eliminating size cues, tend to record lower gains.
The step reaction and response times found in the present study are also very similar to those found by other authors. An increase with age in the response time to step changes in stimulus has been reported in some studies, although many of these used inappropriately large changes in stimulus, so that the higher stimulus level lay outside the amplitude of accommodation of the older subjects.
Although the effects are not statistically significant (see Table 1), possibly because of the large intersubject variations, it is interesting that the magnitude of the response changes elicited by the 1.05-D stimulus steps (1.33-2.38 D) used for calibration appears to reduce with age (Fig. 10). There is some indication that most of the decline occurs after approximately 40 years of age. A similar decline has been observed by Fukuda et al., who used a step change between 3.0 and 0.5 D and subjects 22 to 61 years of age. Ramsdale and Charman explain such changes in terms of a reduction with age in the slope of the static accommodation response/stimulus curve. Effectively, the useful subjective amplitude of accommodation, within which the stimulus must lie for clear vision, is the objeceive amplitude of accommodation supplemented by the total ocular depth of focus. Thus, as the objective amplitude diminishes through life while the objective depth of focus remains approximately constant, the slope of the response/stimulus curve, which approximates to the objective divided by the subjective amplitude, diminishes. The slope change in response/stimulus slope lead to a decrease with age in the magnitiude of any step response.

先别着急啊！英语是一门语言，习惯比逻辑更强大。要多读，大声朗读。从读课文中发现英语的美。我今年高考英语是139.就是早读时大声读。心态放好，把英语当成一门语言，而不是一门普通的学科。

我是一个高考的过来人。首先我想请阁下明白一个道理冰冻三尺非一日之寒，所以坚持很重要，英语是一门很看重积累的科目。
虽然我高考已经好多年了，而且今年即将大学毕业，踏入社会。但英语一直没有丢，英语一直是我的排头兵！我对英语的自信还有，我觉得学好英语不难，重要的是你要有恒心，急躁冒进，三天打渔两天晒网都是不行的。在这里我就毛遂自荐一下我的学习方法吧：
首先先你要端正心态，不要急躁，，你做你自己的事，这样才能静下心来学习。要成为英语高手就必须比别人走更多的路，做更多的事。你应该明白一个事实，英语是单词和语法的综合，所以单词和语法都要拿下。
其次，对于单词，有如下几种方法，第一个，是加强记忆的频度，也就是说，早上记了几个，隔几个小时又看一次，总之一天之内，记忆的间隔不要太长，否则你辛苦积累的记忆会随着时间的延长而淡化，第二个，是可以根据自己的理解编顺口溜，比如good morning 是狗摸你…（见笑了）…，第三个，最重要的是，记单词的时候，不要忘了阅读，一边记单词，一边看文章，这样可以把孤立的单词串联起来，记忆的效果会加倍，第四个。我建议你记单词要分门别类记忆，要形成一个意群，比如，重要性用magnitude magnificence ，表示非常，大大地有exceedingly，tremendously，extremely……这样做在你写作时，是十分有好处的，写作时不要尽写一些低级词汇，你要写高级词汇，比如重要性写magnitude，许多写a multitude of 或者handsome。
再次，是语法。学习语法，首先要明白什么是主谓宾定状补，什么是系动词，什么是直接宾语，间接宾语，这些是学习语法的基础，语法是房子，主谓宾定状补等是沙石砖瓦。然后就要多做一些语法专项练习，并在此过程中不断总结，并时时回顾那些了解，那些依然不理解，需要注意的是，那些不理解的一定要花时间弄清楚，否则对自己的不负责将会导致英语语法一知半解的结局！这对于想成为英语高手的人来说，是十分不利的！（注：本人从开始时不知主谓宾，到熟练掌握语法，把语法书看了不下二十遍，书都翻烂了！莫笑本人愚笨……）
此外，对于完形填空以及阅读理解，那就只能靠平时的练习了，在这个过程中，你要时时总结，纵深对比，千万不要陷入题海战术只做题，不总结的误区当中。在做题的过程中，你把各种体型都总结了一遍，积累了丰富的经验，而且你还提升了自己的阅读速度，一举两得，所以做题是很重要的！其实，完形填空无非就是单项选择加语境分析，也就是说，做完形填空你的语法要好，而且你要积累比较多的固定搭配，短语，特殊用法等，完形填空的语法还是很重要的！对于阅读，我个人感觉是，纯粹是个人经验积累多少的问题，只有保证一定的练习量，你才能用质的提高！
最后，我建议你，平时读报，或者做题的时候，发现有好的句子好的词汇，你要抄下来，长期下来，你的作文会有提高的，需要说明的是，这个提高过程可能很缓慢，但是最后能收到很好的效果，以前25分的作文我都能保证在21-23这个级别，靠的就是对语法的熟练掌握和积累了许多较高级的词汇，句型，句子。我个人的理解是，在你的语法达到基本不会出错的程度上，作文便应该以词汇取胜，因为在这个层次上，大家的语法都差不多，没什么变化，唯一有变化的就是你的词汇！给你打个比方吧，很多想到“许多”就用many，但是你别忘了many a ；handsome；massive，innumerable；很多人想到“专家”就写expert，但很少人会想到specialist，很多人在想到“擅长”这词，就写be good at ，却不知还有更高级的表达法：be expert at 或者excel in ……高手和庸才，就体现在这些细微的差别上！！

Please去e-say，是时尚化的外语培训方式=灵活+效率+有效+低廉……好处。

上课过程中仿佛身在异国还多交个friends。与纯老外天天对练。发音纯
有限量的，赶紧去申请免费课程吧。 http://www.tudou.com/home/diary_v6414490.html

加油加油再加油！
多练多说多写多听，及时请教！
一定要相信自己啊

先背单词，每天20个或30个，坚持下去，你会成功的

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我英语咋办啊，求高人救命、谢谢

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