Animal Play托福聽力原文翻譯及問題答案

Animal Play托福聽力原文翻譯及問題答案

一、Animal Play托福聽力原文：

NARRATOR:Listen to part of a lecture in an animal behavior class.

FEMALE PROFESSOR:All right.I hope you all had a chance to finish the assigned readings about animal play,because I want to spend some time discussing the different viewpoints presented in those articles.Let's start with the play-as-preparation hypothesis.Jerry,can you explain it?MALE STUDENT:Yeah,Play-as-preparation.Young animals play in order to get really good at certain specific things they will need to do when they are adults,things like chasing,pouncing,climbing.In other words,they play in order to practice survival skills,like movements used in hunting and fighting.That hypothesis makes a lot of sense,like,maybe the most sense of all the theories we read about.

FEMALE PROFESSOR:And what leads you to that conclusion?

MALE STUDENT:Well,like wolves,the young pups,they fight a lot and bite,you know,not to hurt each other,but...It just seems obvious why those wolf pups play like that.It gives them practice with skills that will make them better hunters or fighters as adults.

FEMALE STUDENT:Oh,I don't know about that.I mean,some of the things a young animal does while playing are totally different from the things they'll do as an adult.There was a really good example in the second article--I can't remember what it is called exactly–uh,self-...FEMALE PROFESSOR:Self-handicapping?FEMALE STUDENT:Right...Self-handicapping.Like during a fake fight,a play fight,if one of the animals is winning,the winning animal might just stop and give up its advantage.

FEMALE PROFESSOR:Yes.And often it shifts to a submissive posture too.Of course self-handicapping hardly ever happens in a real fight.Because in a real fight,well,the point is to win.So,this self-handicapping,it is important to take this into account before just deciding to go with that first explanation.And in fact,there really isn't much in the way of solid experimental evidence to support the play-as-preparation hypothesis.FEMALE STUDENT:What about the other one...The flexibility hypothesis?FEMALE PROFESSOR:Ah,yes.Let's talk about that.As you say,play is much more than just pretend fighting or practicing other adult behaviors.Apparently,it also contributes to the development of a brain that's flexible,a brain that's quickly able to get a handle on unfamiliar situations.This notion,the flexibility hypothesis,well,many of my colleagues find it quite persuasive.

FEMALE STUDENT:So,like with kids,a little kid might play a game with a friend,and then they might race each other across the field.So they are switching from one type of play to another.There's a lot of variety?I mean,they are learning to respond to whatever happens?

FEMALE PROFESSOR:Well,that's the general idea.But let's hold off on talking about human behaviors from now.OK.According to the flexibility hypothesis,yes,the diversity,the variety in play can lead to a broader behavioral vocabulary.MALE STUDENT:A broader behavioral vocabulary?Can you explain what that means?FEMALE PROFESSOR:Well,sometimes playing results in an animal doing something it would not normally do.That can lead to the animal learning to adapt,to come up with new behaviors that can help it cope with major problems later on,like staying safe or finding food.FEMALE STUDENT:Yeah.And there was that brain study you had us read about too.FEMALE PROFESSOR:Oh,the one on how play affects development within the brain?FEMALE STUDENT:Right.That's it.About the animals raised in an environment where they did not get opportunities to play?

FEMALE PROFESSOR:Yes.Wasn't the conclusion interesting?That playing literally stimulates growth,creates connections within the brain?We need to do further studies,but...

FEMALE STUDENT:Uh,excuse me,can we go back to play fighting for a minute?I am wondering,can the flexibility hypothesis really explain that?

FEMALE PROFESSOR:Play fighting?Actually,that's something the flexibility hypothesis explains very well.Since play fighting includes variations in speed and intensity,and quick role reversals involved with self-handicapping.An animal that's play fighting is constantly responding to changes.So it's learning to be flexible.

二、Animal Play托福聽力中文翻譯：

旁白：在動物行為課上聽一課。

女教授：好的。我希望你們都有機會完成指定的關(guān)于動物游戲的閱讀，因為我想花一些時間討論這些文章中提出的不同觀點。讓我們從游戲作為準(zhǔn)備的假設(shè)開始。杰瑞，你能解釋一下嗎？男學(xué)生：是的，作為準(zhǔn)備。年幼的動物玩耍是為了真正擅長成年后需要做的特定事情，比如追逐、猛撲、攀爬。換句話說，他們玩游戲是為了練習(xí)生存技能，比如狩獵和戰(zhàn)斗中的動作。這個假設(shè)很有道理，可能是我們讀到的所有理論中最有意義的。

女教授：是什么讓你得出這個結(jié)論的？

男學(xué)生：嗯，就像狼一樣，幼崽們經(jīng)常打架咬人，你知道，不是為了傷害對方，而是。。。很明顯為什么那些狼崽會這樣玩。它讓他們練習(xí)技能，使他們成年后成為更好的獵人或戰(zhàn)士。

女生：哦，我不知道。我的意思是，小動物在玩耍時做的一些事情與成年動物完全不同。第二篇文章中有一個很好的例子——我記不清它到底叫什么了——呃，自我。。。女教授：自我設(shè)限？女生：對。。。自我設(shè)限。就像在一場假打斗、游戲打斗中，如果其中一只動物獲勝，獲勝的動物可能會停下來放棄優(yōu)勢。

女教授：是的。而且通常也會變成一種順從的姿態(tài)。當(dāng)然，在真正的比賽中，自我設(shè)限幾乎不會發(fā)生。因為在真正的戰(zhàn)斗中，關(guān)鍵是要贏。所以，在決定采用第一種解釋之前，考慮到這種自我妨礙是很重要的。事實上，沒有太多可靠的實驗證據(jù)來支持游戲作為準(zhǔn)備的假設(shè)。女學(xué)生：那另一個呢。。。靈活性假設(shè)？女教授：啊，是的。讓我們談?wù)勥@個。正如你所說，游戲不僅僅是假裝打架或練習(xí)其他成人行為。顯然，它也有助于發(fā)展一個靈活的大腦，一個能夠快速處理不熟悉情況的大腦。這個概念，靈活性假設(shè)，我的許多同事都覺得它很有說服力。

女生：所以，就像對待孩子一樣，一個小孩子可能會和朋友玩游戲，然后他們可能會在球場上比賽。因此，他們正在從一種類型的游戲切換到另一種類型的游戲。有很多種類？我的意思是，他們正在學(xué)習(xí)對發(fā)生的任何事情做出反應(yīng)？

女教授：嗯，這就是總的想法。但讓我們從現(xiàn)在開始暫緩談?wù)撊祟愋袨?。好啊根?jù)靈活性假設(shè)，是的，游戲中的多樣性和多樣性可以導(dǎo)致更廣泛的行為詞匯。男生：更廣泛的行為詞匯？你能解釋一下那是什么意思嗎？女教授：嗯，有時玩耍會導(dǎo)致動物做一些它通常不會做的事情。這可以引導(dǎo)動物學(xué)會適應(yīng)，想出新的行為，幫助它以后應(yīng)對重大問題，如保持安全或?qū)ふ沂澄?。女生：是的。還有你讓我們讀到的大腦研究。女教授：哦，關(guān)于游戲如何影響大腦發(fā)育的那個？女學(xué)生：對。就是這樣。關(guān)于在沒有機會玩耍的環(huán)境中飼養(yǎng)的動物？

女教授：是的。結(jié)論是否有趣？游戲真的刺激了成長，在大腦中建立了聯(lián)系？我們需要做進一步的研究，但是。。。

女學(xué)生：呃，對不起，我們可以回去打一會兒嗎？我想知道，靈活性假設(shè)真的能解釋這一點嗎？

女教授：打斗？事實上，靈活性假設(shè)很好地解釋了這一點。因為打斗包括速度和強度的變化，以及與自我設(shè)限有關(guān)的快速角色逆轉(zhuǎn)。一種會玩格斗的動物會不斷地對變化做出反應(yīng)。所以，學(xué)會靈活。

三、Animal Play托福聽力問題：

Q1:1.What is the discussion mainly about?

A.The professor’s recent research on play and brain development

B.Differing explanations of the reasons for play

C.Examples of two distinct types of play fighting

D.Differences in the play behaviors of various animal species

Q2:2.One of the students brings up the example of play fighting among wolf pups.What does this example lead him to believe?

A.That wolves are especially violent animals

B.That the play-as-preparation hypothesis is probably correct

C.That wolves seldom engage in self-handicapping

D.That the results of a recent study are probably not reliable

Q3:3.Which statement best expresses the professor’s opinion of the play-as-preparation hypothesis?

A.It is well supported by available evidence.

B.It may apply only to certain species of animals.

C.It does not explain some important aspects of play.

D.It is particularly useful explaining human behavior.

Q4:4.What does the professor imply about self-handicapping?[Click on 2 answers.]

A.It commonly occurs in play but not in other activities.

B.It applies only to animal species that do not hunt for food.

C.It has been observed only in laboratory settings.

D.It contradicts the play-as-preparation hypothesis.

Q5:5.The professor discusses a study on the relationship between brain growth and play.What does that study conclude?

A.Patterns of brain growth are similar in animals that play and animals that do not play.

B.Excessive brain growth can sometimes limit an animal’s behavioral vocabulary.

C.Animals that do not play have less-developed brains than animals that play.

D.Animals without well-developed brains are seldom observed playing.

Q6:6.What does the student mean when she says this:

A.She is not familiar with the play behavior of wolf pups.

B.She doubts that wolf pups fight as much as the other students implies.

C.She is not sure that she correctly understood the reading assignment.

D.She disagrees with the other student’s opinion about play behavior.

四、Animal Play托福聽力答案：

A1:正確答案：B

A2:正確答案：B

A3:正確答案：C

A4:正確答案：AD

A5:正確答案：C

A6:正確答案：D

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