Adults are often embarrassed about asking for help. Its an act that can make people feel sensitive. The moment you ask for directions, after all, you reveal (泄露) that you may be lost. Seeking someone’s assistance can make you feel like you are broadcasting your incompetence. New research suggests young children don’t seek help in school, even when they need it, for the same reason.
To learn more about how children think about seeking help, we asked 576 children, ages four to nine, to predict the behavior of two kids in a story. One of the characters genuinely wanted to be smart, and the other merely wanted to seem smart to others.
Children thought that the kid who wanted to seem smart would be less likely to ask for assistance. They could still conceive of (想象) situations in which the kid who wanted to seem smart would seek help: when assistance could be sought privately (on a computer rather than in person), children thought both characters were equally likely to ask for it.
We also found that they recognize several more behaviors that might make a child appear less smart in front of fellow kids, such as admitting to failure or modestly downplaying successes. Children are therefore acutely aware of several ways in which a person’s actions might make them appear less clever in the eyes of others.
However, a number of solutions can be found to help children. Our Gist instinct may be to motivate seeking help by emphasizing its educational benefits. But reputational barriers likely require reputation-based solutions. For example, instructors could create activities in which each student becomes an “expert” on a different topic, and then children must ask one another for help to master all of die material. If seeking help is understood as a commonplace classroom activity, kids may be less likely to think of it as indicative (表明) of one’s ability.
Seeking help could even be framed as socially desirable. After all, asking for help often benefits not just die help seeker but also others listening in who have similar questions or struggles.
1. What feature do the adults and young children share?| A．They seldom ask for directions. |
| B．They are afraid of being laughed at. |
| C．They hesitate to seek assistance. |
| D．They regard themselves as incompetence. |
| A．Teachers should praise kids for seeking assistance. |
| B．Assistance only works when sought privately, |
| C．It seems possible that children themselves are not struggling. |
| D．Children care deeply about the way others think about them. |
| A．By making a comparison. | B．By referring to an example. |
| C．By introducing a concept. | D．By telling a school story. |
| A．Why Kids Are Afraid to Ask for Help. |
| B．Seeking Help Makes Kids Feel Uncomfortable. |
| C．Unwillingness to Seek Help Stop Academic Progress. |
| D．How Can We Help Children Overcome the Barrier, |
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【推荐1】Types of Social Groups
Life places us in a complex web of relationships with other people. Our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction -- and fairly constantly so. When an association continues long enough for two people to become linked together by a relatively stable set of expectations, it is called a relationship.
People are bound within relationships by two types of bonds: expressive ties and instrumental ties. Expressive ties are social links formed when we emotionally invest ourselves in and commit ourselves to other people. Through association with people who are meaningful to us, we achieve a sense of security, love, acceptance, companionship, and personal worth. Instrumental ties are social links focused when we cooperate with other people to achieve some goal.
Occasionally, this may mean working with, instead of against, competitors. More often, we simply cooperate with others to reach some end without endowing the relationship with any larger significance.
Sociologists have built on the distinction between expressive and instrumental ties to distinguish between two types of groups: primary and secondary. A primary group involves two or more people who enjoy a direct, intimate, cohesive relationship with one another. Expressive ties predominate in primary groups: we view the people as ends in themselves and valuable in their own right. A secondary group entails two or more people who are involved in an impersonal relationship and have come together for a specific, practical purpose. Instrumental ties predominate in secondary groups ; we perceive people as means to ends rather than as ends in their own right. sometimes primary group relationships evolve out of secondary group relationships. This happens in many work settings. People on the job often develop close relationships with coworkers as they come to share gripes, jokes, gossip, and satisfactions.
A number of conditions enhance the likelihood that primary groups will arise. First, group size is important. We find it difficult to get to know people personally when they are milling about and dispersed in large groups. In small groups we have a better chance to initiate contact and establish rapport with them. Second, face - to - face contact allows us to size up others. Seeing and talking with one another in close physical proximity makes possible a subtle exchange of ideas and feelings. And third, the probability that we will develop primary group bonds increases as we have frequent and continuous contact. Our ties with people often deepen as we interact with them across time and gradually evolve interlocking habits and interests.
Primary groups are fundamental to us and to society. Sociologists view primary groups as bridges between individuals and the larger society because they transmit, mediate, and interpret a society’s cultural patterns and provide the sense of oneness so critical for social solidarity. Primary groups, then serve both as carriers of social norms and as enforcers of them.
1. According to Paragraph 1, which of the following statements is true of a relationship?| A．It is a structure of associations with many people. |
| B．It should be studied in the course of social interaction. |
| C．It places great demands on people. |
| D．It develops gradually over time. |
| A．Secondary group relationships begin by being primary group relationships. |
| B．A secondary group relationship that is highly visible quickly becomes a primary group relationship. |
| C．Sociologists believe that only primary group relationships are important to society. |
| D．Even in secondary groups, frequent communication serves to bring people into close relationships. |
| A．enlarge | B．evaluate |
| C．impress | D．accept |
| A．drawing comparisons between theory and practice |
| B．presenting two opposing theories |
| C．defining important concepts |
| D．discussing causes and their effects |
【推荐2】We all experience “oh crap” moments. Running into the person you canceled a date with — while you’re on another date. Realizing you hit “reply all”on an e-mail that you’d do anything to have back. Whatever the situation, the first thing you probably do is freak out. Everybody does.
While many of us think that we’re cool in a crisis, science tells us that we seldom are. At the moment we need to be keenly aware of our surroundings, our attention can tunnel in on the scariest thing in the scene, leaving us unaware of the other sights, sounds, and even smells around us. Armed robbers go unidentified because witnesses remember little more than the guns. Our ability to remember the things we do notice also becomes compromised; we can be told something, and two seconds later we’ll forget. And we jump to conclusions. When we’re freaked out, we’re anything but at our best.
These normal human reactions can be reversed. Once you calm down, you’ll face the most routinely ignored challenge of any crisis situation — identifying what the crisis is really about. We tend to misdiagnose problems because we don’t practice for them. Do the thinking ahead of time so you can just find the solution when it’s showtime. This is why flight attendants suggest you find the closest exit before you depart — so you don’t have to go exit shopping after the plane has caught fire or is sinking into a river.
Performing in a crisis is becoming more important for all of us, for two reasons. Back in the good old days, the reliability of most anything we used or did was far less than it is today. Now think about what happens to our preparedness as the possibility of something bad happening shrinks. Unless we practice what hardly ever happens, our ability to respond when it does happen tends to slip away. Reliability can kill you. Also, the systems we use today are more complex. There are seldom moving parts in plain view that allow us to see when things are about to go wrong. When complex systems lack transparency (透明度,显而易见), serious situations can “come out of nowhere.” We should all learn to breathe, recognize the situation, and carry out the plan that we were smart enough to prepare well in advance.
1. What does the underlined phrase “freak out” mean?| A．Be at one’s best. | B．Calm down gradually. |
| C．Run away immediately. | D．Panic or be scared. |
| A．Because the witnesses jump to conclusions. |
| B．Because the witnesses focus on their scariest thing. |
| C．Because the witnesses forget what they have been told. |
| D．Because the witnesses are keenly aware of the surroundings. |
| A．Because of less reliability and less complexity. |
| B．Because of more reliability and more complexity. |
| C．Because of worse transparency and less preparedness. |
| D．Because of better transparency and more preparedness. |
| A．Taking a deep breath and dialing 119. |
| B．Staying cool and ignoring the challenge. |
| C．Calming down and remembering the situation. |
| D．Performing escaping and rescuing beforehand. |
注意：请将答案写在答题卡上相应题号的横线上。每个空格只填一个单词。
The Cost of Thinking
Despite their many differences, all human beings share several defining characteristics, such as large brains and the ability to walk upright on two legs.
The first unique human characteristic is that humans have extraordinarily large brains compared with other animals. It seems obvious that evolution should select for larger brains. Mammals(哺乳动物) weighing sixty kilograms have an average brain size of 200 cm2. Modern man has a brain averaging 1200-1400 cm2. We are so fond of our high intelligence that we assume that when it comes to brain power, more must be better. Unfortunately, that is not the case.
The fact is that a huge brain is a huge drain—consumption of energy—on the body. It’s not easy to carry around, especially when boxed inside a massive skull(倾骨). It’s even harder to provide energy. In modern man, the brain accounts for about 2-3% of total body weight, but it consumes 25% of the body’s energy when the body is at rest. By comparison, the brains of apes(类人猿) require only 8% of rest-time energy. Early humans paid for their large brains in two ways. Firstly, they spent more time in search of food. Secondly, their muscles grew smaller and weaker. It’s hardly an obvious conclusion that this is a good way to survive. A chimpanzee(黑猩猩) can’t win an argument with a modern man, but it can tear the man apart like a rag doll.
Another unique human characteristic is that we walk upright. Standing up, it’s easier to find food or enemies. In addition, their arms that are unnecessary for moving around are freed for other purposes, like throwing stones or signaling. As a result, humans can perform very complex tasks with their hands.
Yet walking upright has its disadvantage. The bone structure of our ancestors developed for millions of years to support a creature that walked on all fours and has a relatively small head. Adjusting to an upright position was quite a challenge, especially when the bones had to support an extra-large skull. Humankind paid for its broad vision and skillful hands backaches and painful necks.
We assume that a large brain makes huge advantages. It seems obvious that these have made humankind the most powerful animal on earth. But humans enjoyed all of these advantages for a full 2 million years during which they remained weak and marginal creatures. Thus humans who lived a million years ago, despite their big brains and sharp stone tools, lived in constant fear of meat-eating animals.
The Cost of Thinking | |
Introduction | • Large brains for their bodies and the ability to walk upright are two |
The | • The larger brains may not be better because of the cost. • The big brains make it harder for the body to move around and consume more energy. • The animal brain requires less • Large human brains consume more food, and weaken muscles. |
The | • Walking upright makes it easy to find food or • Freed hands can serve some |
| • Walking upright challenges the human bone structure, and • Walking upright results in | |
Conclusion | • With a large brain, human beings • Weak and marginal, human beings remained |
【推荐1】When a laptop or smartphone battery starts losing its power, the only options are to buy an expensive replacement, or just keep it plugged in all the time. But a woman Mya Le Thai may have found the answer to this problem.
Thai was frustrated that the batteries for her wireless devices degraded over time, until they failed to charge fully. She did not like having to keep her laptop connected to an electrical outlet to keep it powered on. So, she decided to do something about that problem. At first, she and her team at UC Irvine thought about inventing a new battery. But as they experimented, Thai discovered something that might permit lithium-ion(锂离子) batteries to last forever.
Lithium-ion batteries power most wireless devices. Over time, the batteries lose the ability to hold a charge. Most of these batteries have a life span of about 7,000 charging cycles before they die. One of the reasons lithium-ion batteries degrade is their use of nanowires to carry electricity. Nanowires are extremely thin. A human hair is thousands of times thicker, for example. Nanowires are extremely efficient carriers of electricity, which makes them useful in batteries.
But, Thai had a theory-the nanowires might last longer if covered with a gel(凝胶). She and her team tested this theory. “It was a long process and a lot of work,” Thai said. The team tried many coverings for the wires. PMMA, a type of plastic, was one of them. The nanowires were coated with PMMA and cycled through charges 200,000 times. The PMMA-coated nanowires showed no evidence of damage. The results suggest that batteries could last forever, without losing charging ability.
Thai hopes to continue her research to understand why this gel works so well and to see if any other gel could create better results and she is enjoying the publicity about her discovery. She said she never expected her research to get media coverage. “It’s kind of cool,” she said. “I’m really glad people are showing interest in my work and not just in the work itself, but also in technology and energy.”
1. What can we infer about nanowires?| A．They last only 7,000 charging cycles. | B．They are too weak to carry electricity. |
| C．They are not suitable to use in batteries. | D．Their thinness is a cause of batteries degrade. |
| A．Coating nanowires in gel. | B．A new kind of battery. |
| C．New materials for batteries. | D．A new way of charging batteries. |
| A．The options of batteries for wireless devices | B．A woman invents a life-long battery. |
| C．Mya Le Thai discovered Nanowires | D．The reasons for batteries degrading |
【推荐2】According to a new study from Cornell University, about one-fifth of the global population, of 2 billion people worldwide, will be forced to resettle or go deeper inland by 2100 due to the continuous rise in sea level.
The study, published in the journal Land Use Policy, showed that the growing global population could make the matter worse. The researchers expected that there are about 1.4 billon “climate change refugees(难民)” in the world by 2060 and by 2100 the number of the displaced people due to the rising sea level could reach up to two billion.
“We’re going to have more people on less land and sooner than we think,” said lead author Charles Geisler, professor at Cornell. “The future rise in global average sea level probably won’t be gradual. Yet few policy makers are observing the significant barriers that coastal climate refugees, like other refugees, will run into when they move to higher ground.”
For the study, the researchers reviewed(回顾) potential problems that climate change refugees may face if they go deeper inland. The researchers identified these land difficulties with relocation using three organizing groups. Including depletion(损耗) zones, win-lose zones and no-trespass(不得擅自进入) zones. By doing so, the researchers were able to provide primary estimates of their toll(损失) on inland resettlement space. The researchers found that some inland regions were unlikely to support new waves of climate change refugees due to the remains of war, road developments and rare natural resources.
Apart from the rising sea level, increasing storm weather and the booming global population are also having a huge influence on the number of climate change refugees. Storm can push seawater further inland. The increasing global population requires more land even as the ocean swallows up rich costal zones and river deltas(三角洲). These force people to search for new places to move to higher ground.
1. What would happen if the sea level were to rise?| A．2 billion people would be “refugees” by 2060. |
| B．50% of the population would lose their homes. |
| C．Inland regions would become more crowded. |
| D．Coastal regions would be polluted seriously. |
| A．The sea level will go up in a little-by-little way. |
| B．Moving to higher land isn’t the key solution. |
| C．Land and population vary according to climate change. |
| D．Policy makers should think more for climate change refugees. |
| A．Because they can’t live a common life there. |
| B．Because they can’t adapt to the climate there. |
| C．Because they may consume more than expected. |
| D．Because they will destroy the natural resources. |
| A．Global warming is a double-edged sword. |
| B．In the future climate will become worse. |
| C．The earth will see more climate change refugees. |
| D．Sea will bring humans more disadvantages. |
Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teacher. A further quarter have only a part-time teacher. The special children’s hospitals in major cities do best; general hospitals in the country and holiday areas are worst off. From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher—and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.
Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as “the library lady” or just “the helper”. Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school children rarely get extra teaching, and are told to catch up as best as they can.
Many short-stay child-patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.
1. Which of the following statements is true?| A．Every child in hospital receives some teaching. | B．Not enough is known about hospital teaching. |
| C．Hospital teaching is of poor quality. | D．The special children's hospitals are worst off. |
| A．hospital teaching across the country is similar |
| B．each hospital has at least one part-time teacher |
| C．all hospitals surveyed offer education to children |
| D．only one-fourth of the hospitals have a full-time teacher |
| A．not welcomed by the children and their parents | B．necessary |
| C．not welcomed by the hospitals | D．capable |
| A．hospital teachers | B．schoolmates | C．parents | D．school teachers |
| A．unfavorable towards children receiving education in hospitals |
| B．in favor of the present state of teaching in hospitals |
| C．unsatisfied with the present state of hospital teaching |
| D．satisfied with the results of the latest survey |
