【導(dǎo)讀】在此部分中，會(huì)有約15秒的時(shí)間用來介紹題目要求。此時(shí)考生需要將structure寫在草稿紙上。在閱讀部分中，會(huì)出現(xiàn)一篇學(xué)術(shù)類文章，涉及心理學(xué)，生物學(xué)，教育學(xué)等諸多學(xué)科領(lǐng)域。閱讀時(shí)間為45s，此。時(shí)考生需要根據(jù)對(duì)閱讀內(nèi)容的理解進(jìn)行筆記。在聽力部分中，會(huì)有一名教授針對(duì)閱讀部分中出現(xiàn)的學(xué)術(shù)理論進(jìn)行講解并舉例說明。在答題部分中，首先會(huì)有10s左右的讀題時(shí)間，然后是30s的準(zhǔn)備時(shí)間，最后是60s的答題時(shí)間。審題—確定答題重點(diǎn)。整理思路—快速理清答題重點(diǎn)的邏輯順序。一般來講D出現(xiàn)的位置常常會(huì)伴有信號(hào)詞出現(xiàn)，如。在確定D的位置時(shí)，其后的閱讀內(nèi)容往往是對(duì)T發(fā)生原理的詳細(xì)闡述。其發(fā)生過程與聽力中事例的講述順序，以及所述細(xì)節(jié)保持一致，但是內(nèi)容與措辭有很大不容。第四題對(duì)reading部分信息使用的靈活性為保分高分提供了可能。答題時(shí)可以從P/R1/R2開始作答，但最好將。reading部分內(nèi)容控制在２５秒之內(nèi)，最后，一定要超時(shí)！

　　

【正文】 ps of people were asked to watch TV. And while they were watching, a picture flashed on the screen, less than a second, very quickly so it was barely noticeable. The picture was of a boy with a birthday cake. Now like I said, there were two groups, and each group saw a slightly different version of the picture. One group got the boy looking angry. In fact he was actually throwing the cake on the floor. The other group got a picture of the boy smiling, happy, holding out the cake like he was offering it. Same boy, same cake, but different emotions expressed in each picture. Everyone was then asked to look at a different image. Now this is a third image, right? Again it’s the boy and the cake, but this time the image stayed on the screen. I this picture, the boy is just holding the cake, basically no emotion on his face, everything very neutral. Now remember, nobody knew they’d already seen a picture of this boy. After a minute, everyone was asked to describe the boy’s personality. Those who’d been exposed to the image of the angry boy, they generally described the boy’s personality negatively. Those who’d earlier seen the happy boy described him, well, positively. TPO13 Perceptual Constancy How an object affects our senses depends in part on external conditions, and these conditions are always changing. An object viewed from one angle presents a different shape to our eye than when viewed from another angle。 similarly, as the distance from which we view an object changes, the object will appear larger or smaller. In spite of this, even as conditions change and we see objects differently, we still recognize that they remain the same. This is what is known as perceptual constancy. If not for perceptual constancy, we might have difficulty recognizing familiar objects if we viewed them in a new and different context. Professor: Let’s take an everyday example an ordinary round plate like you’d find in a kitchen. If you hold the plate directly in front of your face and look at it, what shape do you see? A perfect circle, right? Suppose you tilt the plate to a different angle, to a horizontal position, like you are planning to put food on it. Still a perfect circle? No. The circle is now stretched out, flattened into an oval. Do you conclude the plate has actually changed shape, or that it’s a different object, not the same plate? Of course not. It looks different, but we perceive it as still being the same. Here is a different example. This classroom we are in, it’s fairly large, right? Now, from up close, from the front row, I appear to be relatively big, bigger than if you were in the law, right? But let’s say you are sitting in a front row today, but tomorrow you are sitting in the back row. From back there I’m going to look smaller, but you don’t think I’ve actually gotten smaller. You don’t think you are seeing a different professor, a guy who looks like me except he is smaller. No matter where you are, up close or far away, you understand without even thinking about it that I am the same size, the same person. TPO14 Comfort Zone Bias Psychologists have found that when people make important decisions, they often choose to stay in their fort zones。 that is, they prefer remaining in fortable, familiar situation, rather than entering into new, unfamiliar ones. This tendency is often referred to as the fort zone bias. When people are reasonably content, they often decide not to pursue a new opportunity, even if it attracts them and offers more advantages. Psychologists believe that the fort zone bias exists not only because we have a natual preference for what we already know, but also because we want to avoid taking risks. Professor: OK. So this es up a lot when people make career decisions. A friend of mine from college always wanted to be a film reviewer. He was a film major and he loved movies. Most of all, he loved to write about movies. So when he graduated, he looked for a job as a film reviewer for a newspaper, because as a film reviewer, he’d get to see films for free and would be paid to write about them. That’s what he loved. But he couldn’t find a job as a film reviewer. So he took a position as a news reporter instead, for a newspaper, investigating stories, writing about events what news reporters do. Now, at first, my friend wasn’t sure he’d be any good at this. He’d never been a news reporter before. But eventually he adjusted and gained confidents and he got used to the job. And he realized he was actually a pretty good reporter. Anyway, here’s the thing. After a few years, the film reviewer for the newspaper where he worked quit and my friend was offered her job. This was his dream, right? His opportunity to be a f ilm reviewer had finally e and the new job would actually pay more, too. But did he take the job? Nope, he turned it down. He told me he’d gotten used to being a news reporter. And he just didn’t want to try something else. It seemed like too big of a change, since, well, there was a chance that the new job might not work out. TPO15 Experimenter Effect One objective of any experiment is, of course, to obtain accurate results. Sometimes, however, problems occur that lead to inaccurate results. One such problem is the experimenter effect. The experimenter effect occurs when a researcher39。s expectations affect the oute of the experiment. The researcher expects a particular result from the experiment, and that expectation causes the researcher to act in ways that influence the behavior of the experiment participants, thereby invalidating the results of the experiment. Professor For example, I recently read about a case in which a researcher was given two groups of monkeys. And he was asked to train these monkeys to pick up a ball and put it in a box. And he was told to record how many hours he took