鸟学声音

　　第一段:一种叫做starling的鸟十分厉害，音域很宽(compass)，甚至可以模仿人类的声音。但是对其的研究很少。(Q)。因为研究这种鸟的习性很麻烦，各种声音，需要各种记录，各种分析，要大范围长时间地研究。

　　第二段：

　　不过现在科学家发现可以从starling mimic不同voice来研究它们的生活和social。在这个实验中，这种鸟被分为了好几组，有一些和人有接触多，有的和人接触少，有一些和人无接触(Q:问哪一个不是这个实验的特征?)，而且不以食物为奖励来鼓励鸟儿学人说话。实验发现，鸟儿很厉害，可以模仿人类讲话甚至可以模仿各种腔调。发现这是一种鸟的social 的一种方式。而且和人们有更多接触的鸟儿们更爱显摆inference就是鸟儿对于周围的环境很有interest。

　　第三段：

　　这种鸟从小为了得到食物就开始模仿父母和附近“邻居”。有利于进化之类。在野外他们是模仿他们的parents and siblings.得出一个结论，八哥小時候就开始接受家庭的音乐熏陶了(有題)。

　　V2【段落大意】

　　第一段：

　　Starling叫声音域很宽(compass)，甚至能够模仿(mimic & vocalize)人说话。但是因为【版本1】野外的Starling太能叫了(flock and vocalize too much, too frequently, too....)以至于科学家很难分辨出这种鸟什么时候是在瞎叫什么时候是在学人说话(Q1) /【版本2】科学家们曾经想在野外通过将它们的叫声录音，来做研究，无奈八哥从来都是成群结队的聚集，叫声都是成百上千一起来的。所以一直没办法进行研究。

　　第二段：最近科学家发现可以从starling mimic不同voice来研究它们的生活和social。他们把一些Starling抓回实验室，给不同的人养。Range from有人不怎么跟它说话to有人每天跟它说很多话(Q7)。【版本1】哪一组人说话多，哪一组的鸟更会说话(vocalize) / 【版本2】八哥是根据一些frequency of contact 来决定是不是学舌的，即如果它跟你熟，它就愿意学你叫(或者说话)，越跟你熟越会学你说话。研究显示，Starling可以模仿人类讲话甚至可以模仿各种腔调。研究还显示，Starling学人说话爱学短语，不爱单学单词(Q3)。

　　第三段：

　　科学家判断Starling学人说话是跟父母和同窝的兄弟姐妹们(parents and siblings)学的，因为它小时候在窝里待很久，和父母以及同窝的兄弟姐妹们接触的最多(Q2)。被关在笼子里后，主人的地位取代了父母或兄妹的地位，于是它就学人说话了。

　　【题目】

　　Q1：主旨题

　　Q2: 如果下面哪个成立，說明这个实验沒道理?

　　Q3: 在wild的情況，幼鸟如何vocalize?答：学习的parents and sibling

　　Q4: 为什么科学研究会少?

　　答：(1)因为flockand vocalize too much, too frequently

　　(2)因为需要大范围，长时间的研究，而这通常做不到Q5: 问以下哪一种情况可以用来削弱starling这种鸟跟人学说话的事实?

　　【疑似原文】

　　The vocal talent of starlings has been known since antiquity, when Pliny considered their ability to mimic human speech noteworthy. Ornithologists know that this species possesses a rich repertoire of call and songs, composed of whistles, clicks, snarls, and screeches. In addition, starlings are well known for their ability to mimic the sounds of other animals or even mechanical noises. Descriptions of starling song in the past reflect the difficulty of describing all the variety of sounds included. Witherby mentioned a “lively rambling melody of throaty warbling, chiring, clicking and gurgling notes interspersed with musical whistles and pervaded by a peculiar creaking quality.”

　　This complexity explains why detailed studies of starling song have delayed long after the arrival of the sound spectrograph. As mentioned by West & King, “the problem with starlings is that they vocalized too much, too often and in too great numbers, sometimes in choruses numbering in the thousands. Even the seemingly elementary step of creating an accurate catalogue of the vocal repertoire of wild starlings is an intimidating task because of the variety of their sounds.”

　　Chaiken have compared the sons of young males raised in different social conditions: either with a wild-caught adult song tutor, individually housed but tape-tutored by a tape-recording or raised in total isolation. All birds had been taken from the nest at an early age (8-10 days) and were hand raised. Untutored birds produced mostly an abnormal song, where even the basic organization of song was missing. In contrast, both tape- and live-tutored birds developed songs with a normal basic organization, but with some syntactical abnormalities for the tape-tutored birds. Tape-tutored birds had repertoires half as large as those of live-tutored birds. Large differences occurred between both groups of birds in their …