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详解

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。

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题型分类:目的题

题干分析:为什么学生提及幼儿发展的一个特定阶段?问什么:why…mention,讲话人:student,定位词:a particular stage in early childhood development(对应文中sensorimotor stage)。此类题型需要定位后结合上下文信息解题

选项分析:定位至sensorimotor stage,学生提及“感觉运动阶段”是结合观察他侄女的表现一起说的。
B,定位到感觉运动阶段 (sensorimotor stage)的特征,跟下文讲到侄女与小球的例子一致:yesterday we were knocking a little ball around and it rolled under the couch. She immediately lost interest in reached for something else,(小球不见了就以为丢了)。结合信息:现实中侄女体现的行为与该阶段的行为一致,B正确;
 

A,学生不是为了体现他的侄女学的更快,在对话最后,学生提出加快侄女认知发展的设想也印证了这一点,A与对话内容不符,相反选项;

C,学生没有指出他不同意Piaget理论的地方,相反,他觉得侄女的行为符合Piaget理论的一个阶段,与对话内容矛盾,相反选项;

D,学生不能完全理解如何观察这一阶段,与对话内容矛盾,因为后面学生明确了他观察到的他讲到的现象,一定是理解了的,相反选项。

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