bm2201 wrote:
tahvorian wrote:
"our initial response was simply to change dregs rather than our conceptual orientation. After many such disappointments, however, it now appears"
Are here the grammar issue? If so, are there any else? Many sentences seems overtangled.
Hi
tahvorian,
The sentence: "our initial response was simply to change
dregs rather than our conceptual orientation. After many such disappointments, however, it now appears" is correct.
"Dregs" means left over of some solution.
This passage is a GRE Passage, you can expect certain GRE passages to be on the harder side in terms of vocabulary.
Thanks.
Hi
bm2201 I think the our friend is right here. There are a lot of mistakes in this passage, seems someone typed in a hurry and made silly mistakes. This rather reads like my AWA section. Also I think in this instance "drugs" makes sens (and not dregs). Some of the problems are highlighted given below:
Few areas of neuron behavioral research seemed more promising
is [in] the early sixties than that investigating the relationship between protein synthesis and learning. The conceptual framework for the research was derived directly from molecular biology, which had shown that genetic information is stored in nucleic acids and expressed in proteins why not acquired information as well. The first step towards establishing a connection between protein synthesis and learning seemed to be to block memory (cause adhesion) by interrupting the production of proteins. We were fortunate in finding a non lethal dosage of puromycin that could, it first appealed, thoroughly inhibit brain protein synthesis as well as reliability produce amnesia.
Before the actual connection between protein synthesis and learning could be established however we began to have
douche [doubts] about whether inhibition of protein synthesis was in fact the method by which puromycin produced amnesia. First,
ocher [other] drugs, glutavimides themselves potent protein synthesis inhibitors either failed to cause amnesia in some situations where it could easily be induced by puromycin or produced an amnesia with a different time course from that of puromycin. Second, puromycin was found to inhabit protein synthesis by breaking certain amino acid
chaim [chain], and the resulting fragments were suspected of being the actual cause of amnesia is some eases. Third, puromycin was reported to cause abnormalities in the train, including seizures. Thus, not only were decreased protein synthesis and amnesia dissociated, but alternative mechanism for the amnestic action of puromycin were readily suggested.
So, puromycin turned out to be a disappointment. It came to be regarded as a poor agent for amnesia studies, although, of course, it was poor only in the context of our original paradigm of protein synthesis inhibition. In our frustration, our initial response was simply to change
dregs [drugs] rather than our conceptual orientation. After many such disappointments, however, it now appears unlikely, that we will make a firm connection between protein synthesis and learning merely by pursuing the approaches of the past our experience with drugs has shown that all the amnestic agents, often interfere with memory in ways that seem unrelated to their inhibition of protein synthesis. More importantly, the notion that the interruption or intensification of protein production in the train can be related in cause and
affect [effect] fashion to learning
non [now] seems simplistic and unproductive. Remove the battery from a car and the car will not
go Drive [fullstop missing before Drive] the car a long distance at high speed and the battery will become more highly charged. Neither of these facts proves that the battery power the car, only knowledge of the overall automotive system will reveal
it [its] mechanism of locomotion and the role of the battery
with in [within] the system.