NARRATOR:Listen to a conversation between a student and a professor.

旁白：听学生和教授之间的一段对话。

FEMALE PROFESSOR:Hi Eric, how are things going?

女教授：嗨，埃里克！最近诸事如何？

MALE STUDENT:Oh, I’m really busy with my workload.

男学生：哦，我的工作量真的很忙。

Some professors assign so much reading that… it’s like they think we have no other homework.

一些教授布置了如此多的阅读，就好像他们认为我们没有其他作业一样。

FEMALE PROFESSOR:One of the most important things you’ll learn in college is how to manage your time. How to, you know, prioritize. When to say no to a social engagement if you have a paper due, that sort of thing.

女教授：在大学里学到的最重要的事情之一是如何管理时间，如果论文临近截止日期，你要知道如何优先考虑，何时拒绝社交活动，诸如此类。

MALE STUDENT:I guess so.

男学生：我想是的。

FEMALE PROFESSOR:So, how are you finding the material we’re covering in class?

女教授：那么，你准备怎么找我们课堂上要用的材料呢？

MALE STUDENT:I’ve actually come to talk to you about it.

男学生：其实我就是想来和您谈谈这个的。

I have a six-month-old niece, so I find early childhood development really interesting.

我有一个6个月大的侄女，因此儿童早期的发展令我很感兴趣。

Piaget—that Swiss psychologist you told us about—his development theory is really cool.

您讲的那个瑞士心理学家皮亚杰，他的发展理论真的很酷。

FEMALE PROFESSOR:Yes—his theory that cognitive development in children occurs in four stages that you can, ah, actually observe.

女教授：是的。他的理论认为儿童的认知发展发生在四个阶段中，而且可实际观察到。

MALE STUDENT:Yeah, um, so my niece, she’s in the, um, sensorimotor stage now, right at the part where she thinks things disappear when they’re out of sight.

男学生：是的。我侄女现在处于感觉运动阶段，正在现在这个阶段，她认为视野之外的事物就消失了。

FEMALE PROFESSOR:Very good. She probably won’t understand that objects continue to exist even when they’re out of sight until she’s a month or so older.

女教授：很好。直到她大一个月左右，她可能不会明白即使物体不在视线范围内也会继续存在。

MALE STUDENT:Yeah. Yesterday, we were knocking a little ball around, and it rolled under the couch.

男学生：是的，昨天我们正在拍一个小球，它滚到了沙发下。

She immediately lost interest and reached for something else.

她立刻失去了兴趣，去寻找别的东西。

FEMALE PROFESSOR:Because to her, the ball ceased to exist.

教授：因为对她来说，球就不复存在。

MALE STUDENT:Yeah. I’ve actually been taking notes on her behavior because I’d like to write my term paper about her, if it’s OK with you.

学生：是的，我实际上一直在记录我们的行为，因为我想写关于她的学期论文，如果您觉得可以的话。

FEMALE PROFESSOR:Your term paper?

女教授：你的学期论文？

MALE STUDENT:Yeah, I’d like to do a case study or something.

学生：是的，我想做一个案例研究之类的。

Piaget watched his kids and, like, changed the whole world of psychology.

皮亚杰观察他的孩子，结果改变了整个心理学界。

FEMALE PROFESSOR:Wait a minute. Piaget didn’t just observe his own children.

教授：等一下。皮亚杰可不只是观察自己的孩子。

He did exhaustive research over thirty years to develop and test his theory.

他做了三十多年的详尽研究来发展和检验他的理论。

And anyway, your assignment isn’t to do a study; it’s to research the literature on a particular psychological topic and write about it.

不管怎样，你的任务不是进行研究，而是研究有关特定心理学主题的文献并写下报告。

And I gave you a list of suggested topics to choose from.

我给了你一个建议的主题列表，你应该从中选择。

MALE STUDENT:Well, what if I researched something like: is it possible to speed up, uh, cognitive development?

男学生：嗯，如果我研究一些主题，比如，有没有可能加速认知发展？

Like, if I reached under the couch to get the ball while she watched me, would she learn earlier that objects don’t disappear?

比如，我在她看着我的时候伸手去沙发下拿球？她会不会更早知道物体不会消失？

Or can’t six-month-old babies think that way yet?

或者说，六个月大的婴儿还是不能这样想？

FEMALE PROFESSOR:Uh, umm… I do applaud your initiative, Eric.

教授：嗯，我很欣赏你的主动性，埃里克。

However, I sincerely doubt you could get any kind of valid or meaningful information from such an experiment.

但是，我真的不认为你能从这样的实验中获得任何有效或有意义的信息。

MALE STUDENT:But I already put so much time into watching my niece.

男学生：但我已经花了很多时间观察我的侄女了。

FEMALE PROFESSOR:Remember, this is only a freshman psychology class. You aren’t trained in carrying out an original research project.

女教授：记住，这只是大一的心理学课。你没有接受过培训来执行原创研究项目。

I wish you had come to me earlier, but, you know, there’s still some time before the due date.

我希望你早点来找我，但其实离截止日期还有一段时间。

I suggest that you recheck the list of topics.

我建议你重新看一下主题列表。其中至少一项与认知发展有关。

Then come see me again if you have any questions.

如果你有任何问题，那就再来找我。

MALE STUDENT:OK.

男学生：好的。