根据语境，用方框中所给短语的适当形式填空。（每个短语仅使用一次）

    When was the last time that you dialed a phone number from memory? It probably depends on how long you've been using {#blank#}1{#/blank#} like a cellphone. While some generations can recall the days of memorizing phone numbers, it's possible that members of Generation Z have never had to remember a single {#blank#}2{#/blank#}. Why is this? Because smartphones offer quick and convenient ways for storing and {#blank#}3{#/blank#} information. There is no need to memorize anything. But this isn't without consequence. As digital devices develop, more and more users' heavy reliance on them may be having disabling effects." Digital dementia（失智）"is the term being used by medical professionals to identify some of these effects.

    Some professionals like Jim Kwik, an expert in memory improvement and optimal brain performance, are taking a closer look at this effect. Kwik describes digital dementia like this:"...we're {#blank#}4{#/blank#} our brains to our smart devices. We're so reliant on our smartphones that our smartphones are making us stupid. As medical studies chart the decline in memory and cognitive skills among smartphone users, a connection is made between symptoms {#blank#}5{#/blank#} with dementia."

    The seriousness of overuse becomes {#blank#}6{#/blank#} when you consider just how young smartphone users are becoming. Author and speaker Simon Sinek points out that young minds" Are not ready for it! Their minds cannot cope with the dopamine（多巴胺）."Consequently, the overstimulation of screens and sounds lead to {#blank#}7{#/blank#} more often than not. So now parents, teachers and managers are asking how to handle the influx（汇集）of young people with this kind of addiction.

    First, monitor your cellphone use. Keep downloading applications like Forest or Checky. Then cut back on any {#blank#}8{#/blank#} usage. Set a specific goal of how much you think you should use your phone.

    Determine {#blank#}9{#/blank#} areas for cellphone use. For example, while you're at home, only allow yourself to check your phone somewhere like a home office. This way, the time in between tasks isn't {#blank#}10{#/blank#} filled with staring at your screen.

Emphasizing social play in kindergarten improves academics

    Emphasizing social play and students helping one another in kindergarten improves academic outcomes, self-control and attention regulation, finds new UBC research. The study, published in the journal PLoS One, found this approach to kindergarten curriculum also {#blank#}1{#/blank#} children's joy in learning and teachers' enjoyment of teaching.

    "Before children have the ability to sit for long periods {#blank#}2{#/blank#} information, they need to be allowed to be {#blank#}3{#/blank#} and be encouraged to learn by doing," said Dr. Adele Diamond, the study's lead author. "Indeed, people of all ages learn better by doing than by being told."

    Through a controlled experiment, Diamond and her colleagues {#blank#}4{#/blank#} the effectiveness of a curriculum called Tools of the Mind (Tools). The curriculum was introduced to willing kindergarten teachers and 351 children with different backgrounds in 18 public schools.

    Tools was developed in 1993 by two American researchers. Its basic {#blank#}5{#/blank#} is that social-emotional development and improving self-control is as important as teaching academic skills and content. The Tools {#blank#}6{#/blank#} the role of social play in developing skills such as self-control, selective attention and planning. "Skills like self-control and selective attention are necessary for learning. They are often more strongly associated with school readiness (入学准备) than intelligence quotient (IQ)," said Diamond. "This experiment is the first to show {#blank#}7{#/blank#} of a curriculum emphasizing social play."

    Teachers reported more {#blank#}8{#/blank#} behavior and greater sense of community in Tools classes. Late in the school year, Tools teachers reported they still felt {#blank#}9{#/blank#} and excited about teaching, while teachers in the control group were exhausted. "I have enjoyed seeing the {#blank#}10{#/blank#} progress my students have made in writing and reading." said a Tools teacher in Vancouver. "I have also enjoyed seeing the students get so excited about coming to school and learning. They loved all the activities so much that many students didn't want to miss school, even if they were sick."