新视野大学英语读写教程听力 第四册 课文 te-07b_new
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[00:00.00]，就把hxen.com复制到QQ个人资料中！Geniuses and Better Parenting
[00:-1.00]It is a popular myth that great geniuses
[00:-2.00]— the Einsteins,Picassos and Mozarts of this world
[00:-3.00]— spring up out of nowhere as if touched by the finger of God.
[00:-4.00]The model is Karl Friedrich Gauss,
[00:-5.00]supposedly born into a family of manual workers,
[00:-6.00]who grew up to become the father of modern mathematics.
[00:-7.00]A professor who studies early learning has attacked this myth,
[00:-8.00]saying that when he looked into Gauss\'s childhood,
[00:-9.00]he found that Gauss\'s mother had been teaching him numbers at the age of two.
[00:10.00]His father had supervised manual workers,not been one,
[00:11.00]and played calculation games with him.
[00:12.00]Furthermore,Gauss had an educated uncle
[00:13.00]who taught him sophisticated math at an early age.
[00:14.00]It is the same story with other geniuses.
[00:15.00]Einstein\'s father was an electrical engineer
[00:16.00]who fascinated his son with practical displays of physics.
[00:17.00]Picasso\'s father was an art teacher
[00:18.00]who had young Pablo painting bowls of fruit at the age of eight.
[00:19.00]Mozart\'s father was a musician employed at a noble\'s court
[00:20.00]who was teaching his son to sing and play almost before he could walk.
[00:21.00]"In every case,when you look into the backgrounds of great people,
[00:22.00]there is this pattern of very early stimulation by a parent or teacher figure,"
[00:23.00]the professor says.
[00:24.00]But what sort of parental stimulation should it be?
[00:25.00]There is plenty of evidence that,too often,
[00:26.00]pressure from parents results in children suffering fatigue
[00:27.00]rather than becoming geniuses.
[00:28.00]One study has identified two kinds of parent style
[00:29.00]— the supportive and the stimulating.
[00:30.00]Supportive parents were those who would go out of their way to
[00:31.00]help their children follow their favorite interests
[00:32.00]and praised whatever level of achievement resulted.
[00:33.00]Generally,such parents created a pleasant home governed by clear rules.
[00:34.00]Stimulating parents were more actively involved in what their children did,
[00:35.00]steering them towards certain fields
[00:36.00]and pushing them to work hard,often acting as a tutor.
[00:37.00]The study followed four groups of children:
[00:38.00]one with supportive parents,one with stimulating parents,
[00:39.00]one whose parents combined both qualities
[00:40.00]and a final group who offered neither.
[00:41.00]The children were given electronic devices;
[00:42.00]when these made a sound,
[00:43.00]they had to make a note of what they were doing
[00:44.00]and assess how happy and alert they felt.
[00:45.00]The not too surprising result was that the children
[00:46.00]whose parents were simply supportive
[00:47.00]were happier than average but were not particularly
[00:48.00]intense in their concentration when studying or working on something.
[00:49.00]The children who fared best
[00:50.00]were those whose parents were both supportive and stimulating.
[00:51.00]These children showed a reasonable level of happiness
[00:52.00]and were very alert during periods of study.
[00:53.00]Children whose parents were stimulating without being supportive
[00:54.00]were candidates for fatigue.
[00:55.00]These children did work long hours,
[00:56.00]but their alertness and happiness during study time
[00:57.00]was far below that of children in more balanced family environments.
[00:58.00]Another crucial factor is the need for parents
[00:59.00]to have proper conversations with their children.
[-1:00.00]Through having the chance to talk with adults,
[-1:-1.00]children pick up not only language skills
[-1:-2.00]but also adult habits and styles of thought.
[-1:-3.00]One reason why prodigies such as Picasso and Einstein
[-1:-4.00]had a head start in life was that they had parents
[-1:-5.00]who demonstrated how to think about subjects like art or physics at a very early age.
[-1:-6.00]A survey in Holland showed that a typical father spent
[-1:-7.00]just 11 seconds a day in conversation with his children.
[-1:-8.00]A more recent study in America produced a somewhat better result,
[-1:-9.00]but the fathers in question were still talking to their children
[-1:10.00]for less than a minute a day.
[-1:11.00]It is not just the time spent that counts,
[-1:12.00]but also the way in which a parent talks.
[-1:13.00]A parent who only gives a brief reply to a child\'s questions
[-1:14.00]or gives dull answers will be passing on a negative,
[-1:15.00]narrow-minded style of thinking.
[-1:16.00]On the other hand,parents happy to take a child
[-1:17.00]step by step through an argument,
[-1:18.00]encouraging him or her to explore ideas,
[-1:19.00] will cultivate an open and creative thinking style.
[-1:20.00]One researcher is attempting to show this experimentally
[-1:21.00]with a study in which groups of parents are taught how to
[-1:22.00]have beneficial conversations with their small children.
[-1:23.00]He says these children have an advantage over their peer group in language ability,
[-1:24.00]intellectual ability,and even social leadership skills.
[-1:25.00]While the study is not yet complete,
[-1:26.00]the children appear to have been given a long-term advantage.
[-1:27.00]So what is the outlook for parents who do everything right,
[-1:28.00]those who manage to be both supportive and stimulating,
[-1:29.00]who are good at demonstrating thinking skills to their children
[-1:30.00]and successful at cultivating a self-motivated approach to learning?
[-1:31.00]Would such parents be guaranteed to have a genius as their child?
[-1:32.00]There is general agreement
[-1:33.00]that genuine biological differences exist between individuals;
[-1:34.00]geniuses need to be lucky in both their genes and their parents.
[-1:35.00]The most significant implication
[-1:36.00]would seem to be that while most people
[-1:37.00]are in a good position to fulfill their biological potential
[-1:38.00]—barring serious illnesses or a poor diet during childhood
[-1:39.00]—it is far from certain that they will grow up in an environment
[-1:40.00]where that capacity will be developed.
[-1:41.00]So although knowing more about the biology of genius is all very interesting,
[-1:42.00]it is research into better parenting and educational techniques
[-1:43.00]that will have lasting significance.
新视野大学英语第四册 新视野大学英语 新视野大学英语3 新视野大学英语2 新视野大学英语四 新视野大学英语第三版第四册 新视野大学英语第二版第四册 第三版新视野
[00:00.00]，就把hxen.com复制到QQ个人资料中！Geniuses and Better Parenting
[00:-1.00]It is a popular myth that great geniuses
[00:-2.00]— the Einsteins,Picassos and Mozarts of this world
[00:-3.00]— spring up out of nowhere as if touched by the finger of God.
[00:-4.00]The model is Karl Friedrich Gauss,
[00:-5.00]supposedly born into a family of manual workers,
[00:-6.00]who grew up to become the father of modern mathematics.
[00:-7.00]A professor who studies early learning has attacked this myth,
[00:-8.00]saying that when he looked into Gauss\'s childhood,
[00:-9.00]he found that Gauss\'s mother had been teaching him numbers at the age of two.
[00:10.00]His father had supervised manual workers,not been one,
[00:11.00]and played calculation games with him.
[00:12.00]Furthermore,Gauss had an educated uncle
[00:13.00]who taught him sophisticated math at an early age.
[00:14.00]It is the same story with other geniuses.
[00:15.00]Einstein\'s father was an electrical engineer
[00:16.00]who fascinated his son with practical displays of physics.
[00:17.00]Picasso\'s father was an art teacher
[00:18.00]who had young Pablo painting bowls of fruit at the age of eight.
[00:19.00]Mozart\'s father was a musician employed at a noble\'s court
[00:20.00]who was teaching his son to sing and play almost before he could walk.
[00:21.00]"In every case,when you look into the backgrounds of great people,
[00:22.00]there is this pattern of very early stimulation by a parent or teacher figure,"
[00:23.00]the professor says.
[00:24.00]But what sort of parental stimulation should it be?
[00:25.00]There is plenty of evidence that,too often,
[00:26.00]pressure from parents results in children suffering fatigue
[00:27.00]rather than becoming geniuses.
[00:28.00]One study has identified two kinds of parent style
[00:29.00]— the supportive and the stimulating.
[00:30.00]Supportive parents were those who would go out of their way to
[00:31.00]help their children follow their favorite interests
[00:32.00]and praised whatever level of achievement resulted.
[00:33.00]Generally,such parents created a pleasant home governed by clear rules.
[00:34.00]Stimulating parents were more actively involved in what their children did,
[00:35.00]steering them towards certain fields
[00:36.00]and pushing them to work hard,often acting as a tutor.
[00:37.00]The study followed four groups of children:
[00:38.00]one with supportive parents,one with stimulating parents,
[00:39.00]one whose parents combined both qualities
[00:40.00]and a final group who offered neither.
[00:41.00]The children were given electronic devices;
[00:42.00]when these made a sound,
[00:43.00]they had to make a note of what they were doing
[00:44.00]and assess how happy and alert they felt.
[00:45.00]The not too surprising result was that the children
[00:46.00]whose parents were simply supportive
[00:47.00]were happier than average but were not particularly
[00:48.00]intense in their concentration when studying or working on something.
[00:49.00]The children who fared best
[00:50.00]were those whose parents were both supportive and stimulating.
[00:51.00]These children showed a reasonable level of happiness
[00:52.00]and were very alert during periods of study.
[00:53.00]Children whose parents were stimulating without being supportive
[00:54.00]were candidates for fatigue.
[00:55.00]These children did work long hours,
[00:56.00]but their alertness and happiness during study time
[00:57.00]was far below that of children in more balanced family environments.
[00:58.00]Another crucial factor is the need for parents
[00:59.00]to have proper conversations with their children.
[-1:00.00]Through having the chance to talk with adults,
[-1:-1.00]children pick up not only language skills
[-1:-2.00]but also adult habits and styles of thought.
[-1:-3.00]One reason why prodigies such as Picasso and Einstein
[-1:-4.00]had a head start in life was that they had parents
[-1:-5.00]who demonstrated how to think about subjects like art or physics at a very early age.
[-1:-6.00]A survey in Holland showed that a typical father spent
[-1:-7.00]just 11 seconds a day in conversation with his children.
[-1:-8.00]A more recent study in America produced a somewhat better result,
[-1:-9.00]but the fathers in question were still talking to their children
[-1:10.00]for less than a minute a day.
[-1:11.00]It is not just the time spent that counts,
[-1:12.00]but also the way in which a parent talks.
[-1:13.00]A parent who only gives a brief reply to a child\'s questions
[-1:14.00]or gives dull answers will be passing on a negative,
[-1:15.00]narrow-minded style of thinking.
[-1:16.00]On the other hand,parents happy to take a child
[-1:17.00]step by step through an argument,
[-1:18.00]encouraging him or her to explore ideas,
[-1:19.00] will cultivate an open and creative thinking style.
[-1:20.00]One researcher is attempting to show this experimentally
[-1:21.00]with a study in which groups of parents are taught how to
[-1:22.00]have beneficial conversations with their small children.
[-1:23.00]He says these children have an advantage over their peer group in language ability,
[-1:24.00]intellectual ability,and even social leadership skills.
[-1:25.00]While the study is not yet complete,
[-1:26.00]the children appear to have been given a long-term advantage.
[-1:27.00]So what is the outlook for parents who do everything right,
[-1:28.00]those who manage to be both supportive and stimulating,
[-1:29.00]who are good at demonstrating thinking skills to their children
[-1:30.00]and successful at cultivating a self-motivated approach to learning?
[-1:31.00]Would such parents be guaranteed to have a genius as their child?
[-1:32.00]There is general agreement
[-1:33.00]that genuine biological differences exist between individuals;
[-1:34.00]geniuses need to be lucky in both their genes and their parents.
[-1:35.00]The most significant implication
[-1:36.00]would seem to be that while most people
[-1:37.00]are in a good position to fulfill their biological potential
[-1:38.00]—barring serious illnesses or a poor diet during childhood
[-1:39.00]—it is far from certain that they will grow up in an environment
[-1:40.00]where that capacity will be developed.
[-1:41.00]So although knowing more about the biology of genius is all very interesting,
[-1:42.00]it is research into better parenting and educational techniques
[-1:43.00]that will have lasting significance.
新视野大学英语第四册 新视野大学英语 新视野大学英语3 新视野大学英语2 新视野大学英语四 新视野大学英语第三版第四册 新视野大学英语第二版第四册 第三版新视野
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