考满分

Listen to a conversation between a student and his psychology professor

旁白：听一段学生和他的心理学教授之间的谈话。

Good afternoon, Alex, can I help you with something?

教授：下午好，Alex，我可以帮助你吗？

Well, I want to talk with you about the research project you assigned today.I um... I hope you could clarify a few things for me.

学生：嗯，我想跟你谈谈你今天布置的研究项目。我希望你可以帮我弄清楚几个事。

I'll certainly try.

教授：我会试着帮忙。

Ok, all we have to do is do two observations and take notes on them, right?

学生：好吧。我们要做的就是做两组观察然后记录下来它们，对吗？

[Hesitant—assignment involves more than this] That’s a start —but you need to do some research, too.Then you will write a paper that is not so much about the observations, but a synthesis of what you have observed and read.

教授：嗯。这只是个开始，但你也需要做些调查。然后你写的论文不只跟你的观察有关，而是结合你所观察的和阅读的内容。

[Doesn’t quite understand] OK…and what about the children I am supposed to observe?

学生：好吧。那么我应该观察的那些孩子们呢？

Not ‘children’—a single child, observed twice.

教授：不是那些孩子，是一个孩子，要观察两次。

[With recognition] Oh! OK. So I should choose a child—with a permission of a child's parent, of course—and then observe that child a couple of times and take good notes, then?

学生：噢，好的。那么我应该在征得孩子家长同意的情况下选择一个孩子，然后观察那个孩子几次，并且做好笔记，然后呢？

Actually, after your first observation, you’ll go back and look through your textbook or go to the library and find a few sources concerning the stage of development this particular child is in.And then with that knowledge, you will make a second observation of the same child to see if these expected developmental behaviors are exhibited.

教授：事实上，在你的第一次观察之后，你要回去通读你的教材，或者去图书馆找一些有关这个孩子所处的发展阶段的资料。接着，通过这些知识，你将对同一个孩子进行第二次观察，看预测的发展行为跟孩子所展示的是否一样。

Can you give me an example?

学生：你能给我举个例子吗？

Well, um, if you observed a 4 year-old child, for example, my daughter is 4 years old; you might read up on Piaget's stages of cognitive development we covered those in class.

教授：嗯，如果你观察一个4 岁的孩子，比方说，我的女儿就是4 岁。你可以读我们课上讲过的皮亚杰认知发展的书。

Uh-huh...

学生：原来如此。

Uh, most likely, what stage would a child of that age be in?

教授：这个年龄的孩子最可能是处于什么阶段？

Um... the pre-operational stage?

学生：嗯，前可行动时期（pre-operational stage）？

Exactly, if that's the case, her languages use would be maturing and her memory and imagination would be developed [interrupted]

教授：对。如果是这样的话，那么她的语言运用应该日渐成熟，而且她的记忆和想象力也会被开发出来......

So she might play pretend like she can pretend when driving her toy car across a couch that the couch is actually a bridge or something.That is right. In addition, her thinking would be primarily egocentric.So she would be thinking mostly about herself and her own needs, and might not be able to see things from anyone else's perspective.

学生：所以她可以假装她在开着她的玩具车穿过沙发，想象那个沙发其实是座桥或者什么别的东西。教授：没错。此外，她的思想主要以自我为中心。学生：所以她主要考虑的是她自己和她自己的需求，可能无法从别人的角度看问题。

[Affırmative] En hums...

教授：对。

But…what if she doesn’t? I mean, what if she doesn't demonstrate those behaviors?

学生：但如果她不是呢？我的意思是，如果她不表现出这些行为呢？

That's fine. You'll note that in your paper.See, your paper should compare what is expected of children at certain stages of development with what you actually observed.

教授：那没关系。在你的论文中记录下来。你看，你的论文应该对比你期望孩子在特定阶段发展的行为和你事实上观察到的。

Ok, I have one more question now.

学生：好的，我还有一个问题。

And what's that?

教授：什么问题？

Where can I find a child to observe?

学生：我上哪儿去找小孩观察呢？

Er, I’d suggest you contact the education department secretary.She has a list of contacts at various schools and with certain families who are somehow connected to the university.Sometimes they are willing to help out students with projects like yours.

教授：嗯。我建议你去找教育部门的秘书。她有一份在不同学校和某些家庭的联系人名单，他们多多少少跟我们大学有点联系。有时候他们愿意帮助像你这样的学生完成项目。

Ok, I'll stop by the education department office this afternoon.

学生：好吧。我今天下午去教育部门办公室。

And if you have any trouble or any more questions, feel free to come by during my office hours.

教授：而且如果你遇到麻烦或者有其他问题，随时在我的办公时间来找我。