Metacognition托福聽(tīng)力原文翻譯及問(wèn)題答案

Metacognition托福聽(tīng)力原文翻譯及問(wèn)題答案

一、Metacognition托福聽(tīng)力原文：

NARRATOR:Listen to part of a lecture in a psychology class.MALE PROFESSOR:We've been talking about animal cognition—the study of animal intelligence.Now,much of the research in this area is motivated by the search for animal analogues,or parallels to human cognitive processes.And one of the processes we've been investigating is metacognition.What is metacognition?Well,it's being aware of what one knows or feels,um...having an awareness of one's state of mind.An-and making decisions about behavior based on what one knows.Researchers have long been interested in whether animals possess this capability,but—but couldn't test it because animals aren't able to report their feelings.

But recently one group of researchers found a way to solve this problem.They did studies with—with monkeys and dolphins that provide evidence that these animals have the ability to feel uncertainty,to feel unsure about something and,well,to know that they are uncertain.So how could these researchers figure out if an animal feels uncertainty?Well,it began with a study one of them did on a dolphin,who had been trained to recognize a particular high-pitched tone.The dolphin was taught to press one of two paddles depending on whether it heard the high tone or one that was lower.Food was a reward for a correct response.

But if the wrong paddle was pressed,the dolphin had to wait several seconds before it could try again.The task varied in difficulty according to the pitch of the second tone.The closer it came in pitch to the first one,the harder it became for the dolphin to correctly identify it as low.And the researcher noted that the dolphin is quite eager to press the paddle when it was sure of the answer,but exhibited hesitation during difficult trials.Next the researcher introduced a third option,a third paddle that would initiate a new trial,giving the dolphin the choice of passing on difficult trials.Once the dolphin figured out the result of pressing this new paddle,it did choose it frequently when the trial was difficult.The researcher took that as an indication that the animal wanted to pass because it didn't know the answer and knew it didn't know.But there was a problem.Other researchers protested that th-the opt-out response was simply a learned or conditioned response.You remember intro to psychology,right?In other words,by pressing the pass paddle,the dolphin avoided having to wait and hasten the possibility of a full reward by moving directly to the next trial.So the experiment didn't necessarily indicate that the dolphin had knowledge of its own uncertainty,just that it wanted to avoid negative consequences.So more recently,our researcher and his colleagues devised a new study,this time using monkeys.In this experiment,the monkeys had to identify certain patterns displayed on a computer screen.These patterns were analogous to the tones used in the dolphin study.

One type of pattern was of a specific density and was to be classified as dense,while the second type of pattern could vary in density,but was always less dense than the first one.And the monkeys'task was to identify this second type as sparse.So the denser the second type of pattern was,the more difficult the task became.

And as in a previous study,the monkeys were given a third choice that would allow them to pass on to a new trial.But unlike in the dolphin experiment,the monkeys had to complete four trials before they got any feedback.They didn't know if they responded correctly or incorrectly after each trial because there was no reward or punishment.At the end of four trials,feedback was given.The monkeys received a full reward for each correct response.

And a time-out during which a buzzer was sounded for each incorrect response.But the monkeys had no way to tell which reward or punishment was associated with which response.And they didn't get either reward or punishment for choosing the pass option,th-the uncertainty response.But nevertheless they still chose this option in the appropriate circumstances when the trial was particularly difficult.And this is evidence that it wasn't simply a conditioned response,because that response didn't guarantee a faster reward.So,what does all this tell us about animal consciousness or animals'awareness of themselves and their state of mind?Can we really know what's going on in the minds of animals?No.Of course not.But exploring the metacognitive capacity of animals could become an important criterion in highlighting the similarities and differences between human and animal minds.

二、Metacognition托福聽(tīng)力中文翻譯：

旁白：聽(tīng)一堂心理學(xué)課上的部分講座。教授：我們一直在談?wù)搫?dòng)物認(rèn)知，即動(dòng)物智力的研究?，F(xiàn)在，這一領(lǐng)域的大部分研究都是出于對(duì)動(dòng)物類(lèi)似物的研究，或與人類(lèi)認(rèn)知過(guò)程相似的研究。我們一直在研究的過(guò)程之一是元認(rèn)知。什么是元認(rèn)知？嗯，它是意識(shí)到一個(gè)人所知道的或感覺(jué)到的，嗯……意識(shí)到自己的心理狀態(tài)。以及根據(jù)自己所知道的做出行為決定。研究人員長(zhǎng)期以來(lái)一直對(duì)動(dòng)物是否具備這種能力感興趣，但無(wú)法測(cè)試，因?yàn)閯?dòng)物無(wú)法報(bào)告自己的感受。

但最近一組研究人員找到了解決這個(gè)問(wèn)題的方法。他們用猴子和海豚做了研究，提供了證據(jù)，證明這些動(dòng)物有能力感到不確定性，對(duì)某些事情感到不確定，以及知道自己是不確定的。那么，這些研究人員如何弄清楚動(dòng)物是否感到不確定？首先，他們中的一人對(duì)一只海豚進(jìn)行了一項(xiàng)研究，這只海豚經(jīng)過(guò)訓(xùn)練，能夠識(shí)別特定的高音。海豚被教導(dǎo)如何按下兩個(gè)槳中的一個(gè)，這取決于它聽(tīng)到的是高音還是低音。食物是對(duì)正確反應(yīng)的獎(jiǎng)勵(lì)。

但如果按下了錯(cuò)誤的槳，海豚必須等待幾秒鐘才能再次嘗試。這項(xiàng)任務(wù)的難度根據(jù)第二聲的音調(diào)而不同。它的音調(diào)越接近第一個(gè)，海豚就越難正確地識(shí)別它是低的。研究人員注意到，當(dāng)海豚確定答案時(shí)，它非?？释聪聵谄D難的試驗(yàn)中表現(xiàn)出猶豫。接下來(lái)，研究人員介紹了第三個(gè)選項(xiàng)，第三個(gè)槳將啟動(dòng)新的試驗(yàn)，讓海豚有機(jī)會(huì)通過(guò)艱難的試驗(yàn)。一旦海豚知道了按下這個(gè)新槳的結(jié)果，它就會(huì)在試驗(yàn)困難時(shí)頻繁地選擇。研究人員認(rèn)為，這表明動(dòng)物想通過(guò)考試，因?yàn)樗恢来鸢?，也知道自己不知道。其他研究人員抗議說(shuō)，選擇退出反應(yīng)只是一種學(xué)習(xí)或條件反應(yīng)。你還記得心理學(xué)導(dǎo)論嗎？換言之，通過(guò)按下傳遞槳，海豚避免了等待，并通過(guò)直接進(jìn)行下一次試驗(yàn)來(lái)加快獲得全額獎(jiǎng)勵(lì)的可能性。因此，實(shí)驗(yàn)并不一定表明海豚知道自己的不確定性，只是希望避免負(fù)面后果。因此，最近，我們的研究人員和他的同事設(shè)計(jì)了一項(xiàng)新的研究，這一次使用猴子。在這個(gè)實(shí)驗(yàn)中，猴子必須識(shí)別計(jì)算機(jī)屏幕上顯示的某些模式。這些模式與海豚研究中使用的音調(diào)類(lèi)似。

一種類(lèi)型的圖案具有特定的密度，被分類(lèi)為密集型，而第二種類(lèi)型的模式密度可能不同，但總是比第一種模式密度低。猴子的任務(wù)是將第二種模式識(shí)別為稀疏型。因此，第二種模式越密集，任務(wù)就越困難。

和之前的一項(xiàng)研究一樣，猴子們得到了第三種選擇，這將允許他們進(jìn)行新的試驗(yàn)。但與海豚實(shí)驗(yàn)不同的是，猴子們必須完成四次試驗(yàn)才能得到任何反饋。他們不知道每次審判后他們的反應(yīng)是正確還是錯(cuò)誤，因?yàn)闆](méi)有獎(jiǎng)勵(lì)或懲罰。在四次審判結(jié)束時(shí)，他們都給出了反饋。每答對(duì)一次，猴子都會(huì)得到全額獎(jiǎng)勵(lì)。

還有一個(gè)暫停，在這個(gè)暫停期間，每一個(gè)錯(cuò)誤的回答都會(huì)響起一個(gè)蜂鳴器。但猴子們無(wú)法分辨出哪種獎(jiǎng)勵(lì)或懲罰與哪種反應(yīng)有關(guān)。而且他們沒(méi)有因?yàn)檫x擇傳球選項(xiàng)而得到獎(jiǎng)勵(lì)或懲罰，這是不確定的反應(yīng)。但盡管如此，他們還是在審判特別困難的適當(dāng)情況下選擇了這一選項(xiàng)。這是一個(gè)證據(jù)，證明這不僅僅是一種條件反應(yīng)，因?yàn)檫@種反應(yīng)并不能保證更快的回報(bào)。那么，所有這些都告訴我們動(dòng)物意識(shí)或動(dòng)物對(duì)自己的意識(shí)和他們的心理狀態(tài)有什么？我們真的能知道動(dòng)物們的想法嗎？沒(méi)有。當(dāng)然沒(méi)有。但探索動(dòng)物的元認(rèn)知能力可以成為突出人類(lèi)和動(dòng)物思維的異同的重要標(biāo)準(zhǔn)。

三、Metacognition托福聽(tīng)力問(wèn)題：

Q1:1.What is the lecture mainly about?

A.The difference between cognition and metacognition

B.A study showing that dolphins have less cognitive capacity than monkeys

C.The effectiveness of using food as a reward in experiments with monkeys

D.Research that investigates whether animals are aware of feeling uncertainty

Q2:2.Why does the professor mention the inability of animals to report what they are thinking?

A.To emphasize that language learning is an ability unique to humans

B.To explain why researchers must be sensitive to nuances in animals'behavior

C.To point out a difficulty in testing for metacognition in animals

D.To show the need for advancements in the study of animal communication

Q3:3.In the dolphin study,how did the researcher make the dolphins’s task increasingly difficult?

A.By showing the dolphin two patterns that were similar in density

B.By playing two sounds that became progressively closer in pitch

C.By producing sounds that were just within the dolphins'range of hearing

D.By introducing a third paddle that ended on trial and began a new one

Q4:4.According to the professor,what objections did some researchers raise with regard to the dolphin study?

A.The study did not distinguish between learned and higher-level responses.

B.The dolphin was not rewarded consistently for pressing the third paddle.

C.Only one dolphin was used in the experiment.

D.The results could not be replicated in a later study.

Q5:5.What can be inferred from the results of the study in which monkeys did not receive immediate feedback?

A.The researchers based the study on an incorrect hypothesis.

B.Monkeys respond best to negative reinforcement.

C.Monkeys become confused when they do not receive rewards.

D.Monkeys probably have some degree of metacognitive ability.

Q6:6.Why does the professor say this?

A.To emphasize the importance of introductory courses.

B.To find out whether students have taken a psychology course.

C.To imply that students should be familiar with the concept she mentioned.

D.To indicate that she is going to review information from a psychology class.

四、Metacognition托福聽(tīng)力答案：

A1:正確答案：D

A2:正確答案：C

A3:正確答案：B

A4:正確答案：A

A5:正確答案：D

A6:正確答案：C

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