听力试题1

SECTION A MINI-LECTURE

In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.

Observing Behaviour
People do observation in daily life context for safety or for proper behaviour. However, there are differences in daily-life observation and research observation.

A. Differences
---- daily life observation
-casual
-(1) ________
-dependence on memory
---- research observation
- (2) _________
- careful record keeping

B. Ways to select samples in research
---- time sampling
- systematic: e.g. fixed intervals every hour
- random: fixed intervals but (3) _______
Systematic sampling and random sampling are often used in combination.
---- (4) _______
- definition: selection of different locations
- reason: humans’ or animals’ behaviour (5) ______ across
circumstances
- (6) ______: more objective observations

C. Ways to record behaviour (7) _______
---- observation with intervention
- participant observation: researcher as observer and participant
- field experiment: research (8) ______ over conditions
---- observation without intervention
-purpose: describing behaviour (9) ______
- (10) ______ : no intervention
- researcher: a passive recorder

听力试题2

SECTION B INTERVIEW

In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.

Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10
seconds to answer each of the following five questions.

Now listen to the interview.

1. Which of the following statements about creativity is INCORRECT?
A. Creativity stems from human beings' novel thinking.
B. The duration of the creative process varies from person to person.
C. Creative people focus on novel thinking rather than on solutions.
D. The outcome of human creativity comes in varied forms.

2. The interviewee cites the Bach family to show that creativity
A. seems to be attributable to genetic makeup.
B. appears to be the result of the environment.
C. appears to be more associated with great people.
D. comes from both environment and genetic makeup.

3. How many types of the creative process does the interviewee describe?
A. One.
B. Two.
C. Three.
D. Four.

4. Which of the following features of a creative personality is NOT mentioned in the interview?
A. Unconventional.
B. Critical.
C. Resolute.
D. Original.

5. The interviewee's suggestion for a creativity workout supports the view that
A. brain exercising will not make people creative.
B. most people have diversified interests and hobbies.
C. creativity can only be found in great people.
D. the environment is significant in the creative process.

听力试题3

SECTION C NEWS BROADCAST

In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.

Question 6 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.

Now listen to the news.

6. What is the news item mainly about?
A. A problem in the cooling system was solved.
B. A 350-kilogram ammonia pump was removed.
C. U.S. astronauts made three space walks.
D. An international space station was set up.

Questions 7 and 8 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.

Now listen to the news.

7. In which country would parents often threaten to punish children by leaving them outside?
A. India.
B. Egypt.
C. The Philippines.
D. Not mentioned.

8. What is the main purpose of the study?
A. To reveal cultural differences and similarities.
B.. To investigate ways of physical punishment.
C. To analyze child behaviour across countries.
D. To expose cases of child abuse and punishment

Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions. Now listen to the news.

9. According to the news item, Japan's economic growth in the second quarter was ____less than the first quarter.
A. 4 percent
B. 3 percent
C. 0.6 percent
D. 3.4 percent

10. How many reasons does the news item cite for Japan's slow economic growth?
A. 2.
B. 3.
C. 4.
D. 5.

试题答案

Section A Mini-lecture
1: rarely formal records
2: systematic objective manner
3: variable
4: situation sampling
5: vary
6: advantage
7: as it occurs
8: have more control
9: in natural setting
10: method Interview

Section B Interview
1: creative people focus on novel thinking rather than solution
2: comes from both environmental and genetic makeup
3: two
4: critical
5: the environment is significant in the creative process

Section C News Broadcast
6: a problem in the cooling system was solved
7: the Philippines
8: to expose cases of child abuse and punishment
9: 4 percent
10: 2

听力原文1

Part 1, Listening Comprehension

SECTION A MINI-LECTURE

Observing Behaviour

Good morning, everyone. Today we will look at how to observe behaviour in research. Perhaps you would say it is easy and there is nothing extraordinary. Yes, you may be right. All of us observe behaviour every day. For example, when traveling in another country, we can avoid embarrassment by observing how people behave in that culture. And failing to be observing while walking or driving can be life-threatening.

We learn by observing people's behaviour. Researchers too rely on their observations to learn about behaviour,but there are differences. For instance, when we observe casually, we may not be aware of factors that bias our observations, and, [1] and when we rarely keep formal records of our observations. Instead, we rely on our memory of events. [2]Observations in research on the other hand are made under precisely defined conditions, that is, in a systematic and objective manner, and with careful record keeping.

Then how are we going to conduct observations in our research studies, and what do we need to do in order to make a scientific and objective observation? Now, as you remember, the primary goal of observation is to describe behaviour, but it is in reality impossible to observe and describe all of a person's behaviour. So we have to rely on observing samples of people's behaviour. Doing so, we must decide whether the samples represent people's usual behaviour. Thus, we will first take a brief look at how researchers select samples of behaviour.

Before conducting an observational study, researchers must make a number of important decisions, that's about when and where observations will be made. As I've said before, the researcher cannot observe all behaviour. Only certain behaviours occurring at particular times, in specific settings can be observed. In other words, behaviour must be sampled. In this lecture, I will briefly introduce two kinds of sampling, that is, time sampling and situation sampling.

Now first, time sampling. Time sampling means that researchers choose various time intervals for their observation. Intervals may be selected systematically or randomly. Suppose we want to observe students' classroom behaviour. Then in systematic time sampling, our observations might be made during five 20-minute periods, beginning every hour. The first observation period could begin at 9 am, the second at 10 am and so forth. [3]However, in random sampling, these five 20-minute periods may be distributed randomly over the course of the day. That is to say, intervals between observation periods could vary—some longer others shorter. One point I'd like to make is systematic and random time sampling are not always used in isolation. They are often combined in studies. For example, while observation intervals are scheduled systematically, observations within an interval are made at random times. That means the researcher might decide to observe only during 15-second intervals that are randomly distributed within each 20-minute period.

[4]Now let's come to situation sampling. Then, what is situation sampling? It involves studying behaviour in different locations and under different circumstances and conditions. By sampling as many different situations as possible researchers can reduce the chance that their observation results will be peculiar to a certain set of circumstances and conditions. [5]Why? Because people or for that manner animals do not behave in exactly the same way across all situations. For example, children do not always behave the same way with one parent as they do with the other parent, and animals do not behave the same way in zoos as they do in the wild. [6]So, by sampling different situations, a researcher can make more objective observations than he would in only a specific situation.

[7]Having discussed ways to sample behaviour in research, we are now moving onto another issue, that is, what researchers should do to record behaviour as it occurs, that is whether researchers are active or passive in recording behaviour. This refers to the methods of observation. Observational methods can be classified as “observation with intervention” or “observation without intervention”. Observation with intervention can be made in at least two ways, participant observation and field experiment. In participant observation, observers, that is researchers, play a dual role: They observe people's behaviour and they participate actively in the situation they are observing. If individuals who are being observed know that the observer is present to collect information about their behaviour, this is undisguised participant observation. But in disguised participant observation, those who are being observed do not know that they are being observed.

[8]Another method of observation with intervention is field experiment. What is a field experiment? When an observer controls one or more conditions in a natural setting in order to determine the effect on behaviour, this procedure is called field experiment. The field experiment represents the most extreme form of intervention in observational methods. The essential difference between field experiments and other observational methods is that researchers have more control in field experiments.

Now let's take a look at observation without intervention. [9]Observation without intervention is also called naturalistic observation because its main purpose is to describe behaviour as it normally occurs, that is, in a natural setting, [10] without any attempt by the observer to intervene. An observer using this method of observation acts as a passive recorder of what occurs. The events occur naturally and are not controlled by the observer.

OK, in today's lecture, we have focused on how to make decisions of sampling before beginning our observation, and what we can do during observation. I hope what we've discussed will help you in your future research design.

听力原文2

SECTION B INTERVIEW

M: People often wonder how the human brain creates, for example, a beautiful painting, a sculpture or even a delicious dinner. Today we are honoured to have Dr. Nancy Andreasen, a neuroscientist at the University of Iowa on our talk show. Dr. Andreasen has recently written a book called The Creating Brain: The Neuroscience of Genius. In her book, she tackles the questionand tries to look into the brain behind creativity.
M: Dr. Andreasen, thanks for coming on our show.
W: Pleasure.
M: Now, Dr. Andreasen can we start with the question “What is creativity?”
W: Well, creativity can be saying as a process. This process starts with a person, for example an artist, musician, inventor or even someone who's trying to figure out a better way of doing a task at work or at home. [1]That person must think about the problem or, or their project in a novel way and then come up with a solution.
M: Hmm, I see. But how long will it take for the person to find a solution as it were?
W: Well, it depends. [12]The creative process can go by in a flash or it can take years. But the end result is invariably the production of something new and useful, such as the automobile, or something beautiful and artistic, such as a painting by Vincent van Gogh.
M: Hmm, Dr. Andreasen, then do you think the ability to be creative is inborn or not?W: Well, no one knows yet if the ability to be creative, for example the ability to produce a haunting symphony is the result of the environment or a genetic makeup that allows people to be creative more easily. [2]However, creativity does seem to run in certain families.
M: Is that so?
W: Yes. You see, [2] Johann Sebastian Bach was the most famous member of the Bach family, but there were 20 other eminent musicians who came from the same family.
M: That's very interesting. Now Dr. Andreasen,we've so far been talking about those famous creative people like van Gogh or Bach who have produced great pieces of work. Does that mean that creativity only resides in great people?
W: No, certainly not. Creativity is not limited, I mean, to the masterpiece work of art
but can also be found in everyday tasks such as cooking or gardening.
M: Oh, really?
W: For example, a cook changes a recipe or even makes one up using ingredients he or she has on hand to produce a new one. He is in fact using the creative process to create novel taste sensations.
M: So can we say both famous and ordinary people can be creative?
W: Yes.
M: Now Dr. Andreasen, can you describe to us what the actual creative process is?
W: OK. Uh, [3] artists, musicians and writers often describe periods during which they're relying on ordinary creativity. For example, you know writers can spend hours at the keyboard putting thoughts together – this process is similar to the way people put together novel ideas when talking. And and many great artists also describe a dream-like state during which a symphony, a poem or the idea for the ending of a play comes to them in a flash.
M: So what's going on in the brain during a flash of inspiration?
W: Well, for the moment no one knows for sure, but but researchers suggest that creative people often slip into a zone in which ideas, uh, and thoughts come up freely in a sort of disorganized way. During that state a part of the brain becomes very active. And that brain region is known to be able to link up ideas or or thoughts in potentially novel ways.
M: I see. Another question, do you think there is a creative personality?
W: Well, perhaps we can put it this way. Gifted people in the arts or science tend to enjoy adventure. They often like to explore new places or ideas. Uh, [4] they don't like being hemmed in by rules or convention and,and they often look at problems from a different angle. Another point is,is they often have to move doggedly ahead on a project -- even when the outside world rejects their art or new ideas.
M: Dr. Andreasen, what about the role of the environment in the creative process?
W: Environment does play a role. You see there have been hotbeds of creativity throughout history. For example, the city of Florence during the Renaissance period was home to both Leonardo da Vinci and Michelangelo. Both men in fact came from families that didn't especially value creativity,yet someone noticed a spark of talent in them and both got the training and financial backing to produce extraordinary pieces of art.
M: Uh,[5] since the environment helps in the creative process, are there ways for people to build a better, more creative brain?
W: Well, [5] I suggest that you spend 30 minutes a day on a creativity workout.
M: Oh, could you say a bit more about that?
W: Yes, you do three things. First, explore an unfamiliar area of knowledge. For example, people who use a lot of math on the job should sign up for a painting class.
M: And the second?
W: The second is, spend time each day thinking. This means that you don't censor your thoughts, but allow your mind to go freely to a problem and see what kind of solutions or ideas come up.
M: Next thing?
W: That is, practice the art of paying attention. Look for and really observe a person,an object or something in your daily commute that you hadn't noticed before. Try describing or drawing that object in a journal or sketchbook.
M: I hope that your advice will help people to train their brain to be creative. OK, thank you very much Dr. Andreasen for talking on the show.
W: Not at all.

听力原文3

SECTION C NEWS BROADCAST
News 1:
NASA astronauts successfully installed a new ammonia pump on the International Space Station Monday during their third spacewalk to make the emergency repairs. The astronauts do not yet know whether their efforts were enough to restore the space station's cooling system to full capacity. It took three spacewalks totaling more than 22 hours, but astronauts Doug Wheelock and Tracy Caldwell Dyson managed to move the 350-kilogram replacement pump into position. They tightened bolts and made connections so ammonia could flow into the module. NASA called the success “a big step in the right direction.”[6] The space station's cooling system has been running at half capacity for more than two weeks. On July 31, an ammonia pump failed. Another module continued to pump coolant through a separate loop, but astronauts had to power down non-essential equipment to prevent overheating. The space station's deputy program manager, Kirk Shireman, said [6] the team did an outstanding job coping with what he called “a major malfunction.”

News 2:
[8] Pediatricians from the U.S. University have taken a look at one measure of children's well being in Egypt, the Philippines and India --- the extent to which children are subject to corporal punishment and abuse. The data reveal interesting cultural differences about what seems to be acceptable when it comes to physically disciplining children.” Among the things we learned for instance was that in India, slapping a child in the face or head is more common than spanking them,” the researchers say. “And in Egypt, 25 percent of the mothers said that they had beaten their child up, which was defined as hitting them over and over again with a closed fist.”[7] “And then the other interesting things were, like the Philippines, the rate of telling people that evil spirits was going to get them, the kind of emotional, kind of threatening to lock them out of the home, was very high.”[8] However, despite the differences in punishment methods, some notable similarities have been found. For example, the education level of mothers impacted how often they resorted to physical discipline. The more years of education, the lower the rate of harsh physical punishment in kids.

News 3:
Officials say Japan lost its place as the world's No. 2 Economy to China in the second quarter, as the island nation's economic growth slowed to a crawl. [9] Japan's Cabinet Office said Monday that gross domestic product rose an annualized 0.4 percent in the three months ended June 3, compared with a revised 4.4 percent expansion in the first quarter. [10] Monday's report said export growth slowed and consumer spending stalled. The expansion was weaker than economists estimated, with their predictions ranging from 0.6 percent to 3.4 percent. Analysts say China's economy will almost certainly be bigger than Japan's at the end of the year, because of the big difference in each country's growth rates. China is growing at about 10 percent per year, while Japan's economy is forecast to grow three percent this year.