2025年6月英语六级听力真题 卷一 录音1

Recording one

录音一

Recent studies show that self control and persistence increase academic outcomes independence of IQ .

最近的研究表明，自控力和毅力能提高学业成绩，独立于智商

Even our personal beliefs about efforts can affect academic outcomes.

甚至我们个人对努力的信念也能影响学业成绩。

Children who think effort leads to achievement outperform those who believe ability is a fixed trait.

认为努力会带来成就的孩子，表现优于那些认为能力是固定特质的孩子。

Given the link between persistence and academic success, decisions about effort are particularly important in childhood.

鉴于毅力和学业成功之间的联系，关于努力的决定在童年时期尤为重要。

Yet, relatively little research has explored how young children learn what's worth the effort.

然而，相对较少的研究探讨了幼儿如何学习什么是值得付出努力的。

We all know that infants are keen observers of the social world, but they're not just idly watching.

我们都知道婴儿是社会世界的敏锐观察者，但他们并非只是被动观看。

They are tiny learning machines.

他们是小小的学习机器。

They can generalize such abstract concepts as causal relationships and social roles from just a few examples,

他们能从仅仅几个例子中概括出诸如因果关系和社会角色等抽象概念，

even a 15 month old infant can outperform a high level computer in such tasks.

即使是15个月大的婴儿，在此类任务中的表现也能胜过高性能计算机。

Could infants also make broad generalizable inferences from a few examples when it comes to effort?

那么，婴儿是否也能在涉及努力的问题上，从少数几个例子中做出广泛的、可推广的推断呢？

If so, there maybe persistence isn't simply a character trait.

如果是这样，那么，也许毅力不仅仅是一种性格特征。

Maybe it's flexible and adaptable based on social context.

也许它是灵活的，并能根据社会环境进行调整。

To explore this question, we showed 15 month old babies one of two things,

为了探索这个问题，我们向15个月大的婴儿展示了以下两种情况之一：

an experimenter working hard to achieve two different goals,

一种情况是实验者努力实现两个不同的目标，

or an experimenter who effortlessly reached each goal.

另一种情况是实验者毫不费力地达到了每个目标。

Then we introduced the baby to a novel music toy that seemed as if it could be activated by pushing a big button on top.

然后，我们给婴儿介绍了一个新的音乐玩具，它看起来可以通过按下顶部的一个大按钮来激活。

The button could be pressed down, but didn't actually activate anything ,

这个按钮可以按下去，但实际上并不能激活任何东西。

out of sight of the babies, We turned on the music and toy with a hidden button so that they heard the toy making music.

在婴儿视线范围外，我们用一个隐藏的按钮打开了音乐玩具，这样他们就能听到玩具发出音乐。

We gave the babies the music toy and left the room.

我们把音乐玩具交给婴儿后就离开了房间。

Then analysts, who didn't know which condition each baby was in, watched videotapes of the experiment and counted how many times babies tried to activate the toy by pressing the button.

然后，分析人员，他们不知道每个婴儿属于哪种实验条件，观看实验录像并数婴儿通过按压按钮试图激活玩具的次数。

Across one study and a pre registered duplication, babies who had seen an adult persist and succeed pushed the button about twice as many times as those who saw an adult effortlessly succeed.

经过一项研究和一项预注册的重复研究，看到成年人坚持不懈并最终成功的婴儿，按压按钮的次数大约是看到成年人轻松成功的婴儿的两倍。

In other words, babies learned that effort was valuable after watching just two examples of an adult working hard and succeeding.

换句话说，婴儿在仅仅看到两个成年人努力并成功的例子后，就学到了努力是有价值的。

Part of what's exciting about this finding is that the babies didn't just imitate the adults actions.

这一发现令人兴奋的部分原因是，婴儿并不仅仅是模仿成年人的动作。

Instead, they generalized the value of effort to a novel task.

相反，他们将努力的价值推广到了一个新的任务上。

The experimenter never demonstrated pushing a button or trying to make music.

实验者从未演示过按压按钮或试图让音乐响起。

Instead, the babies learned from different examples of effortful actions that the new toy probably also required persistence.

相反，婴儿从不同的努力行动的例子中学习到，这个新玩具可能也需要毅力。

Questions 16 to 18 are based on the recording you have just heard.

问题16至18基于你刚刚听到的录音。

Question 16 What does the speaker say even our personal beliefs about effort can do.

问题16： 演讲者说甚至我们个人对努力的信念能做什么？

Question 17 How did the researchers turn on the music toy in their experiment?

问题17： 研究人员在实验中是如何打开音乐玩具的？

Question 18 What could the infants do in the experiment according to the speaker?

问题18： 根据演讲者所说，婴儿在实验中能做什么？

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