题目内容：
根据下面资料，回答题 Forgetting and Memory
That experiences influence subsequent behaviour is evidence of an obvious but nevertheless 31 activity called remembering. Learning could not occur without the function popularly namedmemory. Constant practice has such as effect on memory as to lead to skillful 32 on the piano, torecitation of a poem, and even to reading and understanding these words. So-called intelligentbehaviour demands memory,33 being a primary requirement for reasoning. The ability to solveany problem or even to 34 that a problem exists depends on memory. Typically, the decision tocross a street is based on remembering many earlier experiences.
Practice (or review) tends to build and maintain memory for a task or for any learned material.Over a period of no practice what has been 35 tends to be forgotten;and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive. In this sense,the ability to forget can be 36 tohave survived through a process of natural selection in animals. Indeed, when one' s memory of emotionally painful experience lead to seriousanxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural 37 .
In thinking about the evolution of memory together with all its possible aspects, it is 38 toconsider what would happen if memories failed to fade. Forgetting clearly aids orientation in time,since old memories weaken and the new tend to stand out, providing clues for inferring duration.Without forgetting, adaptive ability would suffer, for example,learned behaviour that might have been
correct a decade ago may no longer be. Cases are recorded of people who ( by ordinary standards)forgot so little that their everyday activities were full of 39 . This forgetting seems to serve thatsurvival of the individual and the species.
Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting. In this view, continual adjustments are made betweenlearning or memory storage (input) and forgetting (output). Indeed,there is evidence that the rate 40 which individuals forget is directly related to how much they have learned.Such data offersgross support of contemporary models of memory that assume an input-output balance.
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