Older brothers provide protections for their younger siblings (兄弟姐妹), but they might also be damaging their education, a new study suggests.
French scientists have discovered that the language ability of children falls two months behind for under-sixes who have an older brother, but not those who have an older sister. The researchers guess that older sisters are far more willing to talk to their younger siblings than brothers to make up for their parents’ being less available now. Older sisters may also compete less than older brothers for parental attention.
To find out, scientists followed a group of 1000 children from birth to five-a-half years old and evaluated their language skills at two years old, three years old and at the end of the study, measuring vocabulary, syntax (句法) and verbal reasoning. On average, first-borns and those with older sisters performed best.
Explaining the phenomenon, Dr Naomi Havron of the Ecole Normale Superieure in Paris said, “We generally believe that first-borns often have better language ability because their parents often supply them with one-on-one quality time, when they talk about things that interest them, tell them stories, etc.”
“But it is possible that older sisters are more likely to interact with their younger siblings than older brothers, and thus provide their own input. Also, it is possible that girls are less damaging than boys, and are thus in less of a competition for parents’ time and attention.”
The researchers said parents should try and make time to talk to their children to help develop their language skills. Dr Haivron added, “Encourage your children to have positive interactions between themselves, for example by encouraging them to play a game that they both like together.”
1. According to the new study, who has a weaker language ability?A.A boy with a younger brother. | B.A boy with an older sister. |
C.A girl with an older brother. | D.A girl with an older sister. |
A.Girls are more competitive. | B.Boys are more troublesome. |
C.Girls damage their siblings. | D.Boys care for their siblings. |
A.some advice | B.a summary |
C.another example | D.the writer’s attitude |
A.A book review. | B.An education magazine. |
C.A medical paper. | D.A science report. |
相似题推荐
【推荐1】Recently, we’ve been talking about how we need better teachers. There’s no doubt that great teacher can help in a student’s learning but here’s what some new studies are also showing: We need better parents.
Every three years, the organization called O.E.C.D. organizes exams as part of the Program for International Student Assessment(评估), or PISA, which tests 15-year-olds on their abilities to deal with real problems. America’s 15-year-olds have not done as well as students in Singapore, Finland and Shanghai in the PISA exams.
To better understand the reasons, the PISA team, starting with four countries in 2006, and then adding 14 more in 2009, went to the parents of 5,000 students. They interviewed them about how they raised their kids and then compared it with the test results for each of those years. Two weeks ago, the PISA team published the main finding of its study.
Fifteen-year-olds whose parents often read books with them during their first year of primary school get much higher scores in PISA 2009 than students whose parents don’t often read with them or not at all. Parents’ concern for their children is strongly connected with better results in PISA.
According to Schleicher, the leader of the team, just asking your children how their school day was and showing great interest in their learning can help a lot. It is something every parent can do, no matter what their education level is.
The study found that getting parents concerned about their children’s learning at home is more powerful than parents attending parent-teacher meetings, volunteering in classrooms, taking part in money-raising, and showing up at back-to-back nights.
To be sure, nothing can replace a good teacher. But let’s stop putting the whole duty on teachers. We also need better parents. Better parents can make teaching more beneficial.
1. What can we learn about the organization O.E.C.D ?A.It tests teenagers’ learning skills. |
B.It calls for better teachers. |
C.It organizes PISA exams every 3 years. |
D.It compares parents from different countries. |
A.To understand students better. |
B.To get along well with parents. |
C.To help students with bad test results. |
D.To find out why students have different test results. |
A.try to search for better teachers |
B.put the whole duty on teachers |
C.care about their children’s school life |
D.ask their children to read more books. |
A.Better Parents Are Needed | B.Better Teachers Are Appreciated |
C.A Study by the PISA Team | D.An Interview with Parents. |
【推荐2】With disastrous global warming already part of the climate system, today’s children face a future entirely unlike that of their parents. Unsurprisingly, children can have many feelings about climate change, such as being anxious, frightened, sad and angry. In a recent survey of American teenagers, 57 percent said that climate change made them feel scared and 52 percent said it made them feel angry.
The most important thing parents can give children is hope: there are solutions, and everyone has something to contribute, whatever their age. Parents can help them discover the facts, know that they are not alone and find ways to take action.
Coverage includes:
·The realities of the climate emergency, where we are, and how we got here. It casts light on the historical progression of climate change.
·Strategies for talking to kids of different ages about the climate crisis. These include advice from experienced parents.
·How to keep our own hope and that of our children.
·A list of practical actions.
A.They tell families what they can do to deal with climate crisis |
B.Use it as a chance to listen to their fears and hopes for the planet |
C.Talking about climate change is key to preparing them for the future |
D.Children can learn what a livable as well as green world looks like |
E.These are very natural reactions to something uncertain and destructive |
F.Parents needn’t be experts on climate science to explore the topic with children |
G.This book offers both hope and practical ways to involve children in making a better world |
【推荐3】One night,after dinner,an argument broke out between my parents again. I felt greatly depressed about it. However,I had no idea who I should talk with about how I was feeling. So I asked Mom to allow me to stay the night at my best friend’s house. Though I knew I wouldn’t tell her about my parents’ situation, I was looking forward to getting out of the house. I was in the middle of packing up my things when suddenly the power went out in the neighborhood. Mom came to tell me that I should stay with my grandpa until the power came back on.
I was really disappointed because I felt that we did not have much to talk about. But I knew he would be frightened alone in the dark. I went to his room and told him that I’d stay with him until the power was restored. He was quite happy and said, “Great opportunity.”
“What is?” I asked.
“To talk, you and I,” he said. “To hold a private little meeting about what we’re going to do with your mom and dad, and what we’re going to do with ourselves now that we’re in the situation we are in.”
“But we can’t do anything about it, Grandpa,” I said, surprised that here was someone with whom I could share my feelings and someone who was in the same“boat”as I was.
And that’s how the most unbelievable friendship between my grandfather and me started. Sitting there in the dark, we talked about our feeling and fears of life---from how fast things change, to how they sometimes don’t change fast enough. That night, because the power went out, I found a new friend, with whom I could safely talk about all my fears and pains, whatever they may be.
Suddenly, the lights all came back on.“Well,” he said, “I guess that means you’ll want to go now. I really like our talk. I hope the power will go out every few nights!”
1. From the first paragraph,we can know that________.A.The author’s parents always lived in harmony. |
B.The author didn’t care about the quarrel between his father and mother. |
C.In the author’s neighborhood,the power constantly went out. |
D.The author’s parents’ argument impacted greatly on his feelings. |
A.I was angry about my parents’ quarrel |
B.I found nobody to share my feelings with |
C.I wanted to escape from the dark house |
D.I planned to tell my friend about my trouble |
A.he could discuss the problem with me | B.he had not seen me for a long time |
C.he was afraid of darkness | D.he felt quite lonely |
A.The grandchild was eager to leave. | B.They would have more chats. |
C.The lights would go out again. | D.It would no longer be dark. |
【推荐1】Near the edge of the Arctic region of Canada, the short summer is rapidly disappearing. The sun is pale, and the brief days of fall are being chased away by a constant cold wind from the north. It’s an icy cold region in which few animals or plants can survive.
One animal, though, actually grows strong in these freezing, lonely surroundings: the polar bear. Winter has the perfect weather for the huge white bear. According to Cam Elliot of the governmental group called Manitoba Conservation, polar bears are built for winter. These warm-blooded mammals spend most of their life on frozen seas, so they have adjusted to be able to handle the cold weather. Their thick fur protects them from the freezing winds. They have short tails and tiny ears, both of which help reduce heat loss. The heavy layer of fat helps to protect the animals from the cold and allows them to live for long periods of time without eating.
What is especially attractive in polar bears in terms of conservation (保护)is that it is an umbrella species. No other animal hunts the polar bear. Because of their status as “top killers”, scientists feel that the health of polar bears parallel (平行的) directly with the health of the environment. Global warming may be affecting the ice patterns, which are critical for the survival of the polar bear.
Anything in the global climate that would affect the stability or the length of the time that the ice is on Hudson Bay or the Arctic waters, is going to have immediate impact on them.
When the ice melts early, the bears may lose one month of hunting opportunities, which can have major effects on their ability to find enough food. Another issue with the situation is that when we develop any consideration for measures for polar bears, we are also protecting the entire ecosystem. That is to say, by making the changes needed to keep this umbrella species alive, the world will save any number of animals that have the same environmental requirements.
1. What makes the polar bear particularly suited to the extreme weather there?A.Determination. | B.Short tails and large ears. |
C.The ability of adaptation. | D.The thin layer of fat. |
A.The Arctic has a relatively long autumn. |
B.The ice pattern plays a key role in the survival of the polar bear. |
C.Polar bears are hurting more and more other small animals. |
D.The earlier melting of the ice may do good to small animals. |
A.Because they can provide shelter for other species. | B.Because they are very strong. |
C.Because they are large killers. | D.Because they are at the top of the food chain. |
A.Favorable. | B.Uncaring. | C.Unclear. | D.Doubtful. |
【推荐2】You can’t always predict a heavy rain or remember your umbrella. But designer Mikhail Belyaev doesn’t think that forgetting to check the weather forecast before heading out should result in you getting wet. That’s why he created lampbrella, a lamp post with its own rain sensing umbrella.
The designer says he came up with the idea after watching people get wet on streets in Russia. “Once, I was driving on a central Saint Petersburg street and saw the street lamps lighting up people trying to hide from the rain. I thought it would be appropriate to have a canopy(伞蓬)built into a street lamp.” he said.
The lampbrella is a standard-looking street lamp fitted with an umbrella canopy with a built-in electric motor which can open or close the umbrella on demand. Sensors(传感器)first ensure that it starts raining and the motors open up in response to their sensors and then people can protect themselves from the rain under the canopies.
In addition to the rain sensor, there’s also a 360° motion sensor on the fiberglass street lamp which detects whether anyone’s using the lampbrella. After three minutes of not being used, the canopy is closed.
According to the designer, the lampbrella would move at a relatively low speed, so as not to cause harm to the pedestrians. Besides, it would be grounded to protect from possible lightning strike. Each lampbrella would offer enough shelter for several people. Being installed(安装)at 2 meters off the ground, it would only be a danger for the tallest of pedestrians.
While there are no plans to take lampbrella into production, Belyaev says he recently introduced his creation to one Moscow Department, and insists his creation could be installed on any street where a lot of people walk but there are no canopies to provide shelter.
1. What do we know from Belyaev’s words in Paragraph2?A.His creation was inspired by an experience. |
B.It rains a lot in the city of Saint Petersburg. |
C.Street lamps are protected by canopies. |
D.He enjoyed taking walks in the rain. |
A.Motor→Canopy→Sensors. | B.Sensors→Motor-Canopy. |
C.Motor→Sensors→Canopy. | D.Canopy→Motor→Sensors. |
A.Its moving speed. | B.Its appearance. |
C.Its disadvantages. | D.Its safety. |
A.The designer will open a company to promote his product. |
B.The lampbrella could be put into immediate production. |
C.The designer is confident that his creation is practical. |
D.The lampbrella would be put on show in Moscow. |
【推荐3】When we’re solving a complicated problem, we often gather a group to brainstorm. We’re looking to get the best ideas as quickly as possible. I love seeing it happen — except for one tiny wrinkle. Group brainstorming usually backfires.
Extensive evidence shows that when we generate ideas together, we’re unlikely to maximize collective intelligence. As the humourist John Smith said, “If you had to identify, in one word, the reason why the human race has not achieved, and never will achieve, its full potential, that word would be: ‘meetings’.” But the problem isn’t meetings themselves — it’s how we run them.
Think about the brainstorming sessions you’ve attended. You’ve probably seen people bite their tongues due to ego threat (“I don’t want to look stupid.”), noise (“We can’t all talk at once.”), and conformity pressure (“Let’s all jump on the boss’s ship!”). Goodbye diversity of thought, hello group-think.
To unearth the hidden potential in teams, instead of brainstorming, we’re better off shifting to a process called “brainwriting”. The initial steps are solo. You start by asking everyone to generate ideas separately. Next, you pool them and share them among the group. To preserve independent judgment, each member evaluates them on their own. Only then does the team come together to select and refine the most promising options. By developing and assessing ideas individually before choosing them, teams can surface and advance possibilities that might not get attention otherwise.
Research by organizational behaviour scholar Anita Woolley and her colleagues helps to explain why this method works. They find that a key to collective intelligence is full and fair participation. In brainstorming meetings, it’s too easy for participation to become lopsided in favour of the biggest egos, the loudest voices, and the most powerful people. The brainwriting process makes sure that all ideas are brought to the table and all voices are brought into the conversation. The goal isn’t to be the smartest person in the room — it’s to make the room smarter.
Collective intelligence begins with individual creativity. But it doesn’t end there. Individuals produce a greater volume and variety of novel ideas when they work alone. That means that they come up with more brilliant ideas than groups — but also more terrible ideas than groups. It takes collective judgment to find the signal in the noise and bring the best ideas to fruition.
1. What is the main idea of paragraph 3?A.How to assess humans potential. | B.Why brainstorming fails. |
C.How possible good ideas arise. | D.What’s a successful meeting like. |
A.By making participants speak loud. |
B.By giving participants support to maintain their egos. |
C.By giving participants equal chances to be fully involved. |
D.By making sure participants are all sit to the table. |
A.“Two heads are better than one” doesn’t always make sense. |
B.Collective ideas are bound to be more brilliant. |
C.The aim of brainstorming is to tap individuals’ potential. |
D.There should be a leader to make the final judgment to bring the best ideas. |
A.challenge a conclusion | B.make a comparison |
C.introduce a research | D.advocate a practice |