TPO 15 听力文本Megan.docx

TPO 15 听力文本Megan.docx

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TPO15听力文本Megan

TPO15听力文本

TPO15Script

Section1

Conversation1

Narrator:

ListentoaconversationbetweenaStudentandthefacultyAdvisorofthecampusnewspaper.

Student

Hi!

Italkedtosomeoneonthephoneacoupleofweeksago,Anna,Ithinkitwas?

Advisor

I'mAnna,thefacultyadvisor.

Student

Oh,great!

I'mPeterMurphy.Youprobablydon'trememberme,but…

Advisor

No!

No!

Irememberyou.You'reinterestedinworkingforthepaper.

Student

Yeah,asareporter.

Advisor

That'sright.You'retakingajournalismclassandyou’vedonesomereportingbeforeinhighschool,right?

Student

Wow,youhaveagoodmemory.

Advisor

Wellwehaven’thadmanystudentsapplyinglatelyso…soanyway,youstillwanttodosomereportingforus?

Student

Yeah,ifyouhaveroomformeonthestaff.

Advisor

Wellwealwaysneedmorereporters,butyouknow,wedon'tpayanything,right?

Student

Yeah,Iknow,butIhuh...I'dliketheexperience.Itwouldlookgoodonmyresume.

Advisor

Absolutely!

Let'ssee.IthinkItoldyouthatweaskprospectivereporterstoturninsomeoutlinesforpossiblearticles.

Student

Yeah,Isenttheminaboutaweekago,butIhaven'theardanythingbackyet,so,soIthoughtI'dstopbyandsee,butIguessyouhaven'tlookedatthemyet.

Advisor

Oh,Max,thenewseditor.Helooksatallthesubmissions.

Student

Oh,sohehasn'tmadeanydecisionaboutmeyet?

Advisor

WellIjustgothereafewminutesago...haven'tbeeninforacoupleofdays.Justgivemeasecondtocheckmye-mail.Uh…hereisamessagefromMax.Let’ssee.Wellitseemsyou’vereallyimpressedhim.Hesaysitwouldbewonderfulifyoucouldjoinourstaff.

Student

Oh,great!

WhencanIstart?

Advisor

Well,youturnedinanoutlineonsomethingtodowiththephysicsdepartment?

Student

Yeah,they'retryingtocomeupwithwaystogetmoreStudentstotaketheirintroductorycourses.

Advisor

Right,well,apparently,nobodyelseiscoveringthatstory,sohewantsyoutofollowuponit.

Student

OK.Uh…whattheotheroutlineIsentin,abouttheproposedincreaseintuitionfees?

Advisor

Oh,itlookslikewe'vegotthatcovered

Student

SoIamstartingwithanarticleaboutthephysicsdepartment.IguessI'dbettergettowork.DoyouhaveanyadviceonhowIshouldcoverthestory?

Advisor

Well,MaxwillwanttotalktoyoubutIamsurehewilltellyoutofindoutthingslikewhythephysicsdepartment'sworriedaboutenrollment.HasthenumberofStudentsbeengettingsmallerinrecentyears?

Byhowmuch?

Whatkindsofplansaretheyconsideringtoaddressthisproblem?

Student

Right,someofthoseissuesarealreadyinwhatIproposed.

Advisor

Andyou'llwanttodosomeinterviews,youknow,whatdotheProfessorsthinkoftheplans,whatdotheStudentsthinkyougettheideabut…

Student

ButwaittillItalktoMaxbeforeproceeding.

Advisor

Right,he'llcovereverythingyouneedtoknowtobeareporterforus.Canyoucomebackthisafternoon?

Hewillbehereuntil5o'clock.

Lecture1

Narrator:

Listentopartofalectureinapsychologyclass.

Professor

Fordecades,psychologistshavebeenlookingatourabilitytoperformtaskswhileotherthingsaregoingon,howweareabletokeepfrombeingdistractedandwhattheconditionsforgoodconcentrationare.Aslongagoas1982,researcherscameupwithsomethingcalledtheCFQ-theCognitiveFailuresQuestionnaire.Thisquestionnaireaskspeopletoratethemselvesaccordingtohowoftentheygetdistractedindifferentsituations,likehum…..forgettingtosaveacomputerfilebecausetheyhadsomethingelseontheirmindormissingaspeedlimitsignontheroad.John?

John

I'velostmyshareofcomputerfiles,butnotbecauseI’measilydistracted.Ijustforgettosavethem.

Professor

Andthat'spartoftheproblemwiththeCFQ.Itdoesn’ttakeotherfactorsintoaccountenough,likeforgetfulness.Plusyoureallycan’tsayyouaregettingobjectivescientificresultsfromasubjectivequestionnairewherepeoplereportonthemselves.Soit’snosurprisethatsomeoneattemptedtodesignanobjectivewaytomeasuredistraction.It’sa

simplecomputergamedesignedbyapsychologistnamed,NilliLavie.InLavie’sgame,peoplewatchasthelettersNandXappearanddisappearinacertainareaonthecomputerscreen.EverytimetheyseeanN,theypressonekey,andeverytimetheyseeanXtheypressanother,exceptotherlettersalsostartappearinginthesurroundingareaofthescreenwithincreasingfrequencywhichcreatesadistractionandmakesthetaskmoredifficult.Lavieobservedthatpeople’sreactiontimeslowedasthesedistractionsincreased.

Student

Wellthat’snottoosurprising,isn’tit?

Professor

No,it'snot.It'sthenextpartoftheexperimentthatwassurprising.Whenthedifficultyreallyincreased,whenthescreenfilledupwithletters,peoplegotbetteratspottingtheXsandNs.What（why）doyouthinkthathappened?

John

Well,maybewhenwearereallyconcentrating,wejustdon'tperceiveirrelevantinformation.Maybewejustdon'ttakeitin,youknow?

Professor

Yes,andthat'soneofthehypothesesthatwasproposed,thatthebrainsimplydoesn'tadmittheunimportantinformation.Thesecondhypothesisisthat,yes,wedoperceiveeverything,butthebraincategorizestheinformation,andwhateverisnotrelevanttowhatweareconcentratingongetstreatedaslowpriority.SoLaviedidanotherexperiment,designedtolookattheabilitytoconcentratebetterinthefaceofincreaseddifficulty.Thistimesheusedbrainscanningequipmenttomonitoractivityinacertainpartofthebrain,theareacalledV5,whichispartofthevisualcortex,thepartofourbrainsthatprocessesvisualstimuli.

V5istheareaofthevisualcortexthat'sresponsibleforthesensationofmovement.Onceagain,Laviegavepeopleacomputer-basedtasktodo.Theyhavetodistinguishbetweenwordsinupperandlower-caselettersorevenharder,theyhadtocountthenumberofsyllablesindifferentwords.Thistimethedistractionwasamovingstarfieldinthebackground,youknow,whereHlookslikeyouaremovingthroughspace,passingstars.NormallyareaofV5wouldbestimulatedasthosemovingstarsareperceivedandsureenough,LaviefoundthatduringthetaskareaofV5wasactive,sopeoplewereawareofthemovingstarfield.Thatmeanspeoplewerenotblockingoutthedistraction.

Student

Sodoesn'tthatmeanthatthefirsthypothesisyoumentionedwaswrong,theonethatsayswedon'tevenperceiveirrelevantinformationwhenweareconcentrating?

Professor

Yesthat'sright,uptoapoint,butthat’snotall.Laviealsodiscoveredthatasshemadethetaskmoredifficult,V5becamelessactive,sothatmeansthatnowpeopleweren’treallynoticingthestarfieldatall.Thatwasquiteasurpriseanditapprovedthatthesecondhypothesis–thatwedoperceiveeverythingallthetimebutthebraincategorizesdistractionsdifferently,well,thatwasn'ttrueeither.Laviethinksthesolutionliesinthebrain’sabilitytoacceptorignorevisualinformation.Shethinksitscapacityislimited.It’slikeahighway.Whentherearetoomanycars,trafficisstopped.Noonecangeton.Sowhenthebrainisloadedtocapacity,nonewdistractionscanbeperceived.Nowthatmaybethecorrectconclusionforvisualdistractions,butmoreresearchisneededtotellushowthebraindealswith,say,thedistractionsofsolvingamathproblemwhenwearehungryorwhensomeoneissinginginthenextroom.

Lecture2

Narrator:

Listentopartofalectureinageologyclass.

Professor

Asgeologists,weexaminelayersofsedimentontheEarth'ssurfacetoapproximatethedatesofpastgeologictimeperiods.Ahsedimentasyouknowismateriallikesand,gravel,fossilfragmentsthatistransportedbynaturalprocesseslikewind,waterfloworthemovementofglaciers.SosedimentistransportedandthendepositedanditformslayersontheEarth’ssurfaceovertime.Weexaminetheselayerstolearnaboutdifferentgeologictimeperiodsincludingwhentheybeganandended.Forexample,fromabout1.8millionyearsagotoaround11thousandyearsagowasthePleistoceneepic.ThePleistoceneepicwasaniceage.Duringthisepic,sedimentwasmadebythekindoferosionandweatheringthathappenswhentheclimateiscolder,andpartofthosesedimentsarefossilsofplantsandanimalsthatlivedatthattime.TheHoloceneepicfollowedthePleistoceneepicwhentheEarth’sclimatewarmeduparound11thousandyearsago.TheHoloceneepicischaracterizedbydifferentsediments,onesthatformwhentheclimateiswarmer.Becausetheclimatechanged,thetypesofplantsandanimalschangedalso.Holocenesedimentscontainremnantsofmorerecentplantsandanimals,soit'sprettyeasytodifferentiategeologicallybetweenthesetwoepics.Nowthereisgrowingevidencethatthepresenceofhumanshasalteredtheearthsomuchthatanewepicofgeologichistoryhasbegan（begun）–theAnthropoceneepic,anewhuman-influencedepic.Thisideathatwe’veenteredanewAnthro-poceneepicwasfirstproposedin2002.Theideaisthataroundtheyear1800CEthehumanpopulationbecamelargeenough,aroundabillionpeople,thatitsactivitiesstartedalteringtheenvironment.Thiswasalsothetimeoftheindustrialrevolution,whichbroughtatremendousincreaseintheuseoffossilfuelssuchcoal.Theexploitationoffossilfuelshasbroughtplanetwidedevelopments:

industrialization,construction,uh,masstransport.AndthesedevelopmentshavecausedmajorchangeslikeadditionalerosionoftheEarth’ssurfaceanddeforestation.Also,thingslikethedammingofrivers,hascausedincreasedsedimentproduction,nottomentiontheadditionofmo