阅读模拟 06 · 注意力与信息流
划词查词是会员功能；查词面板（右上角按钮，或快捷键 /）不限次数，任何单词都能查。
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试卷内划词查词为会员功能 · 右上角查词面板不限
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For most of human history, information was scarce and attention was cheap. That balance has reversed. A single hour of scrolling can expose a student to more words than a nineteenth-century reader met in a month, and every one of those words was chosen by a system designed to keep the scrolling going.
The effects are easy to describe and hard to measure. Students report that they can no longer read a chapter without checking their phones, yet the same students can watch six hours of video without noticing the time. The problem is not a lack of attention, then, but a lack of practice in the kind of attention that does not reward you immediately.
Some universities have responded with what looks like a step backwards: reading rooms where phones are left at the door, and courses that require a single long book each term. Early reports are encouraging. Students complain for the first two weeks and then describe the experience as a relief, which suggests that the difficulty was never the reading itself.
What such experiments cannot fix is the environment students return to. A silent reading room is a small island in a stream that never stops. The question is whether the habit learned on the island survives the return to the stream.
What has changed, according to the first paragraph?
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What does the author say is the real problem?
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What do the university experiments suggest?
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What is the author's doubt about these experiments?
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Which title best fits the passage?
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