2012年专业八级听力答案

2021年1月25日发(作者：山羊)
PART I LISTENING COMPREHENSION

(2012)
SECTION A MINI-LECTURE
Observing Behaviour
Good
morning,
everyone.
Today
we
will
look
at
how
to
observe
behaviour
in
research.
Perhaps you would say it is easy and there is nothing extraordinary. Yes, you may be right. All of
us observe behaviour every
day.
For example, when traveling in another country,
we can avoid
embarrassment by observing how people behave in that culture. And failing to be observing while
walking or driving can be life-threatening.
We learn by observing people's behaviour. Researchers too rely on their observations to learn
about behaviour,but there are differences. For instance, when we observe casually, we may not be
aware of factors that bias our observations, and, [1] and when we rarely keep formal records of
our observations.

Instead, we rely on our memory of events. [2]Observations in research on the
other
hand
are
made
under
precisely
defined
conditions,
that
is,
in
a
systematic
and
objective
manner, and with careful record keeping.

Then how are we going to conduct observations in our research studies, and what do we need
to do in order to make a scientific and objective observation? Now, as you remember, the primary
goal of observation is to describe behaviour, but it is in reality impossible to observe and describe
all of a person's behaviour. So we have to rely on observing samples of people's behaviour. Doing
so,
we
must
decide
whether
the
samples
represent
people's
usual
behaviour.
Thus, we
will
first
take a brief look at how researchers select samples of behaviour.

Before
conducting
an
observational
study,
researchers
must
make
a
number
of
important
decisions,
that's
about
when
and
where
observations
will
be
made.
As
I've
said
before,
the
researcher cannot observe all behaviour. Only certain behaviours occurring at particular times, in
specific settings can be observed. In other words, behaviour must be sampled. In this lecture, I will
briefly introduce two kinds of sampling, that is, time sampling and situation sampling.

Now
first,
time
sampling.
Time
sampling
means
that
researchers
choose
various
time
intervals for their observation. Intervals may be selected systematically or randomly. Suppose we
want
to
observe
students'
classroom
behaviour.
Then
in
systematic
time
sampling,
our
observations
might
be
made
during
five
20-minute
periods,
beginning
every
hour.
The
first
observation period could begin at 9 am, the second at 10 am and so forth. [3]However, in random
sampling, these five 20-minute periods may be distributed randomly over the course of the day.
That is to say, intervals between observation periods could vary
—
some longer others shorter. One
point I'd like to make is systematic and random time sampling are not always used in isolation.
They
are
often
combined
in
studies.
For
example,
while
observation
intervals
are
scheduled
systematically,
observations
within
an
interval
are
made
at
random
times.
That
means
the
researcher might decide to observe only during 15-second intervals that are randomly distributed
within each 20-minute period.

[4]Now
let's
come
to
situation
sampling.
Then,
what
is
situation
sampling?
It
involves
studying
behaviour
in
different
locations
and
under
different
circumstances
and
conditions.
By
sampling
as
many
different
situations
as
possible
researchers
can
reduce
the
chance
that
their
observation
results
will
be
peculiar
to
a
certain
set
of
circumstances
and
conditions.
[5]Why?
Because
people
or
for
that
manner
animals
do
not
behave
in
exactly
the
same
way
across
all
situations. For example, children do not always behave the same way with one parent as they do
with the other parent, and animals do not behave the same way in zoos as they do in the wild.
[6]So, by sampling different situations, a researcher can make more objective observations than he
would in only a specific situation.

[7]Having discussed ways to sample behaviour in research, we are now moving onto another issue,
that is, what researchers should do to record behaviour as it occurs, that is whether researchers are
active or passive in recording behaviour. This refers to the methods of observation. Observational
methods can be classified as
―
observation with intervention
‖
or
―
observation without intervention
‖
.
Observation with intervention can be made in at least two ways, participant observation and field
experiment.
In
participant
observation,
observers,
that
is
researchers,
play
a
dual
role:
They
observe
people's
behaviour
and
they
participate
actively
in
the
situation
they
are
observing.
If
individuals who are being observed know that the observer is present to collect information about
their
behaviour,
this
is
undisguised
participant
observation.
But
in
disguised
participant
observation, those who are being observed do not know that they are being observed.
[8]Another
method
of
observation
with
intervention
is
field
experiment.
What
is
a
field
experiment?
When
an
observer
controls
one
or
more
conditions
in
a
natural
setting
in
order
to
determine the effect on behaviour, this procedure is called field experiment. The field experiment
represents
the
most
extreme
form
of
intervention
in
observational
methods.
The
essential
difference
between
field
experiments
and
other
observational
methods
is
that
researchers
have
more control in field experiments.

Now
let's
take
a
look
at
observation
without
intervention.
[9]Observation
without
intervention
is
also
called
naturalistic
observation
because
its
main
purpose
is
to
describe
behaviour
as
it
normally
occurs,
that
is,
in
a
natural
setting,
[10]
without
any
attempt
by
the
observer to intervene. An observer using this method of observation acts as a passive recorder of
what occurs. The events occur naturally and are not controlled by the observer.

OK,
in
today's
lecture,
we
have
focused
on
how
to
make
decisions
of
sampling
before
beginning our observation, and what we can do during observation. I hope what we've discussed
will help you in your future research design.


SECTION B INTERVIEW

M:
People
often
wonder
how
the
human
brain
creates,
for
example,
a
beautiful
painting,
a
sculpture
or
even
a
delicious
dinner.
Today
we
are
honoured
to
have
Dr.
Nancy
Andreasen,
a
neuroscientist at the University of
Iowa on our talk show. Dr. Andreasen has recently
written a
book
called
The
Creating
Brain:
The
Neuroscience
of
Genius.

In
her
book,
she
tackles
the
questionand tries to look into the brain behind creativity.
M: Dr. Andreasen, thanks for coming on our show.
W: Pleasure.
M: Now, Dr. Andreasen can we start with the question
―
What is creativity?
‖

W: Well, creativity can be saying as a process. This process starts with a person, for example an
artist, musician, inventor or even someone who's trying to figure out a better way of doing a task
at work or at home. [1]That person must think about the problem or, or their project in a novel
way and then come up with a solution.

M: Hmm, I see. But how long will it take for the person to find a solution as it were?
W: Well, it depends. [12]The creative process can go by in a flash or it can take years. But the end