TOEFL 托福 聽力原創模擬試題 2

NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor Ingrid. Do you have a few minutes? I wanted to ask for some help with our upcoming class presentation. PROFESSOR: Hello, Tomas. Yes, please come in and take a seat. I am happy to help. We do need to finalize your presentation topic soon. Remember, the deadline to submit your official topic sheet is this Friday at five p.m. STUDENT: Yes, that is exactly why I am here. I am having a really hard time choosing a topic. Originally, I wanted to talk about the history of agriculture in both Asia and Europe. I thought I could compare wheat, barley, and rice all in one talk. PROFESSOR: Ah, I see. Well, comparing three major grains across two continents is a very big project. Your presentation is only allowed to be five minutes long. If you try to cover all three, you will quickly run out of time. It is much better to focus on just one specific crop in one region. STUDENT: Oh, okay. Five minutes is indeed very short. I, uh, I guess I did not realize how fast that time goes by. So, if I have to pick just one... I think barley is really interesting. I read a little bit about how it was grown in ancient Mesopotamia. PROFESSOR: Barley is an excellent choice. It was one of the earliest cultivated grains in that region. To make your talk unique, you could focus on how barley was actually used as a form of payment, or, you know, money. STUDENT: Wait, they used barley like money? I did not know that! That is a really cool angle. But, I am a bit worried. Where can I find reliable articles about ancient barley payments? PROFESSOR: You should start with the university library website. We have a special digital database called "Ancient Agriculture Online." It has short, verified articles that are perfect for a five-minute classroom presentation. STUDENT: That sounds perfect. I will search that database today and fill out my topic sheet tonight. I will make sure to print it and slide it under your office door before Friday at five. PROFESSOR: That works. Just make sure you also write down your main research question on the sheet. I look forward to reading it! [Q1] Why does the student go to see the professor?

中文翻譯

旁白：聽一段學生和教授之間的對話。 學生：嗨，英格麗教授。您有幾分鐘的時間嗎？我想請您幫個忙，是關於我們即將進行的課堂報告。 教授：哈囉，湯瑪斯。好的，請進來坐。我很樂意幫忙。我們確實需要趕快確定你的報告主題。記住，繳交正式主題表的截止時間是這星期五下午五點。 學生：是的，這正是我來這裡的原因。我真的很難決定主題。原本我想談談亞洲和歐洲的農業歷史。我想說可以在一次報告中比較小麥、大麥和稻米。 教授：啊，我懂了。嗯，要在兩個大洲之間比較三種主要穀物，是一個非常龐大的主題。你的報告時間只有五分鐘。如果你試圖涵蓋這三種，很快就會不夠時間。最好能專注在單一地區的某一種特定作物上。 學生：噢，好的。五分鐘確實非常短。我，呃，我想我之前沒意識到時間過得有多快。所以，如果我只能選一個的話……我覺得大麥很有趣。我讀過一些關於大麥在古美索不達米亞種植的資料。 教授：大麥是個極佳的選擇。它是該地區最早種植的穀物之一。為了讓你的報告更獨特，你可以專注於大麥在當時其實是如何被用作一種支付方式，或者說，當作貨幣。 學生：等等，他們把大麥當成像錢一樣使用？我之前都不知道！這真的是個很酷的角度。但是，我有點擔心。我可以在哪裡找到關於古代大麥支付的可靠文章呢？ 教授：你應該先從大學圖書館的網站開始。我們有一個名為「線上古代農業」（Ancient Agriculture Online）的特別數位資料庫。裡面有簡短且經過驗證的文章，非常適合五分鐘的課堂報告。 學生：聽起來太棒了。我今天就去檢索那個資料庫，並在今天晚上填好主題表。我一定會把它印出來，並在星期五下午五點前，從您辦公室的門縫塞進去。 教授：這樣可以。只要確保你也在表上寫下你的主要研究問題。我很期待閱讀它！

(Shared with Q1.) [Q2] According to the professor, what is the deadline to submit the topic sheet?

中文翻譯

（與第 1 題共用）[第 2 題] 根據教授的說明，繳交主題表的截止時間為何？

(Shared with Q1.) [Q3] What interesting detail about barley does the professor mention?

中文翻譯

（與第 1 題共用。）[第 3 題] 教授提到了關於大麥的哪一個有趣細節？

(Shared with Q1.) [Q4] What does the professor imply about the student's original presentation plan?

中文翻譯

（與第 1 題共用。）[第 4 題] 關於學生原本的報告計劃，教授暗示了什麼？

(Shared with Q1.) [Replay: "I, uh, I guess I did not realize how fast that time goes by."] [Q5] Why does the student say this: "I, uh, I guess I did not realize how fast that time goes by."

中文翻譯

（與第 1 題共用。）[重播：「我，呃，我想我大概沒發現時間過得這麼快。」][第 5 題] 學生為什麼會說這句話：「我，呃，我想我大概沒發現時間過得這麼快。」

NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Okay, everyone, let's get started. Today, we're going to talk about how plants communicate. Now, when you think of plants, you probably think of them as silent, solitary organisms. But actually, they are highly connected, particularly underground. Most plants form symbiotic—uh, mutually beneficial—relationships with fungi, creating what we call Common Mycorrhizal Networks, or CMNs. A CMN is essentially an underground web of fungal threads, called hyphae, that physically links the root systems of different plants in an area. Traditionally, we've known that these networks help plants share resources like water, phosphorus, and nitrogen. But recent research shows they do much more—they actually act as a sort of information superhighway for sending warning signals. STUDENT: Wait, so plants can actually send warning messages to each other through fungi? PROFESSOR: Exactly, Lukas. When a plant is attacked by pests, say, aphids, it doesn't just suffer in silence. It sends out chemical warnings, or infochemicals—which are simply chemical compounds used to transmit information. These infochemicals travel through the CMN to neighboring plants. Let's look at a key study involving broad bean plants. Researchers set up an experiment where they grew bean plants in groups. Some were connected by a CMN, while others were prevented from forming these fungal connections. Now, to make sure the signals weren't just diffusing through the soil, the researchers used different types of mesh barriers. Some mesh had pores so small that plant roots and fungal hyphae couldn't pass through, but water and small molecules could. Other barriers blocked everything. They introduced aphids—which are tiny, sap-sucking insects—to one "donor" plant in each group. And here is the fascinating part. The neighboring plants that were connected to the donor by the fungal network quickly started producing defensive volatile chemicals. These volatiles do two things: they repel aphids, and they actually attract predatory wasps, which are the natural enemies of aphids. But the neighboring plants that were isolated from the network? They didn't produce any defenses at all. They had no idea the danger was coming. STUDENT: Wow, so the connected plants were basically pre-warned. But does this signaling cost the plants anything? PROFESSOR: That's a great question. Activating defenses before an attacker even arrives—a process we call priming—does require metabolic energy. The plant has to divert resources away from growth to make these defensive chemicals. However, compared to the massive damage an unchecked aphid infestation would cause, this energy cost is well worth it. It's a classic evolutionary trade-off. By investing a little energy early, the plant ensures its survival. Now, this underground communication isn't just a friendly neighborhood alert system. It also raises questions about whether plants are actively helping their relatives, or if the fungi themselves are driving this communication to protect their host plants, which provide them with carbon. [Q6] What is the lecture mainly about?

中文翻譯

旁白：請聽一段生物課的演講。 教授：好的，大家，我們開始吧。今天我們要探討植物是如何溝通的。一提到植物，大家可能都會認為它們是安靜、孤立的生物。但事實上，它們之間有著高度的連結，特別是在地下。大多數植物會與真菌形成共生——呃，互利共生——的關係，建立起我們所說的「共通菌根網路」（Common Mycorrhizal Networks，簡稱 CMNs）。共通菌根網路基本上是一個由真菌菌絲（hyphae）構成的地下網路，它在物理上連結了特定區域內不同植物的根系。傳統上，我們知道這些網路能幫助植物分享水分、磷和氮等資源。但最近的研究顯示，它們的作用遠不止於此——它們實際上扮演了某種傳遞警戒訊號的「資訊高速公路」。 學生：等等，所以植物真的可以透過真菌向彼此發送警戒訊息嗎？ 教授：沒錯，盧卡斯。當植物受到害蟲（例如蚜蟲）攻擊時，它不會只是默默承受。它會釋放出化學警戒，或稱為「資訊化學物質」（infochemicals）——簡單來說，就是用來傳遞資訊的化學化合物。這些資訊化學物質會透過共通菌根網路傳播給鄰近的植物。讓我們來看看一項針對蠶豆植物進行的關鍵研究。研究人員設計了一項實驗，將蠶豆成組種植。有些蠶豆透過共通菌根網路相連，有些則被阻止形成這種真菌連結。為了確保訊號不只是在土壤中擴散，研究人員使用了不同類型的網狀屏障。有些網孔非常小，植物根系和真菌菌絲無法穿過，但水分和小分子可以。有些屏障則阻擋了一切。他們在每組中的一株「提供者」植物上引入了蚜蟲（一種吸食汁液的微小昆蟲）。最有趣的部分來了：那些透過真菌網路與提供者植物相連的鄰近植物，很快就開始產生防禦性的揮發性化學物質。這些揮發性物質有兩個作用：擊退蚜蟲，以及吸引蚜蟲的天敵——寄生蜂。但那些與網路隔離的鄰近植物呢？它們完全沒有產生任何防禦機制。它們根本不知道危險即將來臨。 學生：哇，所以有連結的植物基本上是被預先警告了。但這種信號傳遞會讓植物付出什麼代價嗎？ 教授：問得好。在攻擊者到來之前就啟動防禦——我們稱之為「預先啟動」（priming）的過程——確實需要消耗代謝能量。植物必須將資源從生長中轉移出來，以製造這些防禦性化學物質。然而，與不受控制的蚜蟲侵害所造成的巨大損害相比，這種能量成本是非常值得的。這是一個經典的演化權衡（evolutionary trade-off）。透過及早投入一點能量，植物確保了自身的生存。現在，這種地下溝通不僅僅是一個友好的鄰里警報系統。它還引發了一些疑問：植物是在主動幫助它們的親屬，還是真菌本身在推動這種溝通，以保護為它們提供碳源的宿主植物。

(Shared with Q6.) [Q7] According to the professor, what is a Common Mycorrhizal Network (CMN)?

中文翻譯

（與第 6 題共用。）[第 7 題] 根據教授的說法，什麼是共同菌根網路（CMN）？

(Shared with Q6.) [Q8] According to the study mentioned by the professor, what are two effects of the volatile chemicals produced by the warned bean plants? Choose 2 answers.

中文翻譯

（與第6題共用。）[第8題] 根據教授提到的研究，受到警示的豆類植物所產生的揮發性化學物質有哪兩種影響？請選擇2個答案。

(Shared with Q6.) [Q9] Why does the professor mention the different pore sizes of the mesh barriers used in the experiment?

中文翻譯

（與第 6 題共用。）[第 9 題] 教授為什麼提到實驗中所使用的網狀屏障具有不同的孔徑？

(Shared with Q6.) [Q10] According to the professor, what is a drawback of "priming" for a plant?

中文翻譯

（與第 6 題共用音檔。）[第 10 題] 根據教授的說法，植物進行「priming」（引導作用）有何缺點？

(Shared with Q6.) [Replay: "But the neighboring plants that were isolated from the network? They didn't produce any defenses at all. They had no idea the danger was coming."] [Q11] Why does the speaker say this:

中文翻譯

「但是那些與網路隔離的鄰近植物呢？它們完全沒有產生任何防禦機制。它們根本不知道危險即將來臨。」

NARRATOR: Listen to a conversation between a student and an academic advisor. Student: Hi, Mr. Vance. Thanks for meeting with me on such short notice. I'm Ingrid. I'm hoping you can help me make sense of my graduation audit. I just checked it online yesterday, and it says I'm still short by six credits for my environmental studies major. But... well, I spent last semester studying in Costa Rica, and I thought those biology courses would fulfill my upper-level elective requirements. Advisor: Hi, Ingrid. Please, sit down. Let's pull up your file here. Ah, yes, I see the Costa Rica credits on your transcript. They're currently listed under 'general electives' at the bottom of the page. Here's the thing: when you study abroad, the registrar's office automatically inputs those credits as general electives. They don't automatically match them up with specific major requirements, even if the course titles look similar. Student: Oh, I see. So that's why they aren't counting toward my major. I was really starting to panic because I'm supposed to graduate this coming spring. Is there any way to fix this, or do I have to take two more classes next semester? That would really overload my schedule. Advisor: Don't worry, you won't necessarily have to take more classes. What you need to do is submit a Course Substitution Form for each of the two biology classes you took abroad. Basically, this form asks the head of the Environmental Studies department to officially approve those Costa Rica courses as equivalent to our upper-level electives. Once they sign off on it, you bring the forms back here, and we'll update your audit. Student: Okay, that sounds doable. But... is there a deadline for this? I know the general graduation application is due next month. Advisor: Yes, there is. For the courses to be officially applied to this evaluation cycle, the signed forms must be submitted to the registrar's office by this Friday at five p.m. If you miss that window, you can still submit them, but you'll be charged a forty-five dollar late processing fee, and it might delay your official graduation clearance. Student: This Friday? Wow, that's... that's only three days from now. I'll have to find the department head, Dr. Perez, right away. I just hope she's in her office this week. Advisor: Actually, Dr. Perez is at an academic conference until Thursday. But you don't have to meet with her in person. You can email her the completed forms along with the course syllabi from Costa Rica. She can sign them digitally and email them back to you, or send them directly to us. I'd highly recommend doing that today, though, so she has time to review them as soon as she gets back. Student: That's a huge relief. I still have the digital syllabi saved on my laptop. I'll fill out the forms right now and email her. Thank you so much for explaining this! Advisor: You're welcome, Ingrid. Just make sure those syllabi have detailed weekly course descriptions, as that's what departments usually look at to verify the academic rigor. Let me print out those forms for you now so you can get started. [Q12] Why does the student go to see the academic advisor?

中文翻譯

旁白：請聽一段學生與學術顧問之間的對話。 學生：萬斯先生，您好。謝謝您在百忙之中抽空與我見面。我是英格麗。我希望您能幫我看一下我的畢業學分審查。我昨天剛在網路上查過，上面顯示我的環境研究主修還差六個學分。但是……那個，我上學期在哥斯大黎加留學，我以為那幾門生物課程可以滿足我的高階選修要求。 顧問：英格麗，你好。請坐。我們來調出妳的檔案看看。啊，對的，我看到妳成績單上的哥斯大黎加學分了。它們目前被列在頁面最下方的「一般選修」裡。情況是這樣的：當妳到國外學習時，教務處會自動將這些學分輸入為一般選修。即使課程名稱看起來很像，他們也不會自動將其與特定的主修要求進行配對。 學生：喔，我懂了。所以這就是為什麼那些學分沒有算進我的主修。我真的很慌，因為我預計明年春天就要畢業了。有什麼方法可以解決這個問題嗎？還是我下學期必須多修兩門課？那樣我的課表真的會吃不消。 顧問：別擔心，妳不一定需要多修課。妳需要做的是，為妳在國外修的兩門生物課分別提交一份「課程抵免申請表」。基本上，這份表格是要求環境研究系主任正式批准，將那些哥斯大黎加的課程視為等同於我們學校的高階選修課。一旦主任簽字同意，妳把表格拿回來，我們就會更新妳的學分審查結果。 學生：好的，聽起來可行。但是……這有截止日期嗎？我知道一般的畢業申請下個月就要截止了。 顧問：是的，有截止日期。為了讓這些課程能正式計入這次的審查週期，已簽名的表格必須在本週五下午五點前提交給教務處。如果錯過了這個時間，妳仍然可以提交，但會被收取四十五美元的逾期處理費，而且這可能會延誤妳的正式畢業審核。 學生：這週五？哇，那……那只剩三天了。我必須立刻去找系主任佩雷斯教授。我只希望她這週會在辦公室。 顧問：事實上，佩雷斯教授去參加學術研討會了，要到週四才回來。但妳不需要親自和她見面。妳可以把填好的表格連同哥斯大黎加的課程大綱寄電子郵件給她。她可以進行數位簽名並回傳給妳，或者直接寄給我們。不過，我強烈建議妳今天就寄，這樣她一回來就有時間審核。 學生：那真的讓我鬆了一口氣。我的筆電裡還存有電子版課程大綱。我現在就來填寫表格並寄信給她。非常感謝您的詳細說明！ 顧問：不客氣，英格麗。只要確保那些課程大綱裡有詳細的每週課程說明即可，因為系上通常會根據這些內容來核實學術要求的嚴謹度。我現在就幫妳把表格列印出來，好讓妳著手準備。

(Shared with Q12.) [Q13] According to the advisor, what is the default status of credits earned during study abroad?

中文翻譯

（與第12題共用）[第13題] 根據顧問的說法，在國外留學期間取得的學分，其預設狀態為何？

(Shared with Q12.) [Q14] What does the advisor imply about sending the syllabi to the department head?

中文翻譯

（與第 12 題共用）[第 14 題] 關於將課程大綱寄給系主任一事，顧問暗示了什麼？

(Shared with Q12.) [Q15] Why does the advisor mention a forty-five dollar fee?

中文翻譯

（與第 12 題共用。）[第 15 題] 顧問為什麼提到四十五美元的費用？

(Shared with Q12.) [Replay: "Don't worry, you won't necessarily have to take more classes."] [Q16] Why does the advisor say this:

中文翻譯

（與第 12 題共用。）［重播：「別擔心，你不一定需要修更多課。」］［第 16 題］學業顧問為什麼這麼說：

NARRATOR: Listen to part of a lecture in an environmental science class. PROFESSOR: Today, we're going to dive into one of the most complex, and honestly, one of the most uncertain variables in modern climate modeling: the indirect effects of aerosols on clouds. Now, we already know that aerosols—which are microscopic solid particles or liquid droplets suspended in the atmosphere—can directly reflect or absorb incoming solar radiation. But their indirect effects—how they alter the properties of clouds themselves—are far more intricate. To understand this, we first need to look at Cloud Condensation Nuclei, or CCN. CCN are simply the specific aerosol particles upon which water vapor can condense to form cloud droplets. In a pristine atmosphere, say, over the middle of the ocean, CCN are relatively scarce. So, when water vapor condenses, it's distributed among a smaller number of particles, resulting in fewer, but larger, cloud droplets. PROFESSOR: But what happens when human activities—like burning fossil fuels—inject a massive amount of artificial aerosols into the air? Well, we suddenly have a much higher concentration of CCN. This brings us to our first major concept: the Twomey Effect, also known as the cloud albedo indirect effect. Named after physicist Sean Twomey, this principle states that for a fixed amount of water vapor, an increase in aerosol concentration leads to a cloud with a larger number of smaller droplets. Because many small droplets present a greater total surface area to incoming sunlight than fewer large ones do, the cloud becomes significantly more reflective, or... uh, it has a higher albedo. It bounces more solar energy back into space, which has a cooling effect on the planet. STUDENT: So... if these polluted clouds are more reflective and cool the Earth, does that mean aerosol pollution is actually helping us mitigate global warming? PROFESSOR: That's a tempting conclusion, Tomas, but it's a double-edged sword. While it does temporarily mask some greenhouse warming, aerosols don't last nearly as long in the atmosphere as carbon dioxide does. Plus, the climate system is highly non-linear. And that leads us to our second concept: the Albrecht Effect, or the cloud lifetime indirect effect. Proposed by atmospheric scientist Bruce Albrecht, this concept focuses on what happens after those smaller droplets form. Because the droplets are so tiny, they struggle to coalesce—that is, to merge together to form raindrops heavy enough to fall. As a result, precipitation is suppressed. Because the clouds aren't raining themselves out, they persist in the atmosphere for much longer periods. They also tend to grow thicker. PROFESSOR: To see this in action, we can look at a very striking real-world phenomenon known as 'ship tracks.' If you've ever looked at satellite imagery of the ocean, you might have seen these long, narrow, bright white lines cutting through low-lying marine stratus clouds. These tracks are formed by the exhaust plumes of cargo ships. The sulfur-rich particles in the ships' fuel act as highly efficient CCN. As the ships move, they inject these aerosols into the clean marine air, creating linear clouds of tiny, highly reflective droplets. These ship tracks are visible proof of both the Twomey and Albrecht effects: they are brighter than the surrounding clouds, and they persist much longer because the droplets are too small to fall as rain. PROFESSOR: However, measuring these effects on a global scale is incredibly difficult. For instance, while ship tracks clearly demonstrate localized cooling, scaling this up to global climate models introduces huge margins of error. Why? Because clouds are incredibly dynamic. If a cloud persists longer due to suppressed rain, it might also evaporate faster at its edges due to dry air mixing, a process called entrainment. This entrainment can actually cause the cloud to shrink under certain conditions, offsetting the cooling effect. So, what looks like a straightforward cooling mechanism in a localized ship track becomes a deeply unpredictable variable when we try to project global temperatures fifty years into the future. [Q17] What is the lecture mainly about?

中文翻譯

旁白：請聽一段環境科學課的課堂講授。 教授：今天，我們要深入探討現代氣候模型中最複雜、老實說也是最不確定的變數之一：氣膠對雲的間接影響。我們已經知道，氣膠——也就是懸浮在大氣中的微小固體顆粒或液體微滴——可以直接反射或吸收傳入的太陽輻射。但它們的間接影響——也就是它們如何改變雲本身的特性——要複雜得多。為了理解這一點，我們首先需要了解「雲凝結核」（Cloud Condensation Nuclei），簡稱 CCN。CCN 簡單來說就是水蒸氣可以凝結其上以形成雲滴的特定氣膠顆粒。在乾淨的大氣中，例如在海洋中央，CCN 相對稀少。因此，當水蒸氣凝結時，它會分布在較少數量的顆粒上，導致形成數量較少但體積較大的雲滴。 教授：但是，當人類活動（例如燃燒化石燃料）向空氣中排放大量人造氣膠時，會發生什麼事呢？此時，大氣中突然就會有濃度高得多的 CCN。這就帶出了我們的第一個重要概念：「圖美效應」（Twomey Effect），也被稱為雲反照率間接效應。這個原理以物理學家肖恩·圖美（Sean Twomey）命名，它指出在水蒸氣量固定的情況下，氣膠濃度的增加會導致雲中含有數量更多、體積更小的雲滴。因為與少數大液滴相比，許多小液滴對傳入的太陽光呈現出更大的總表面積，所以雲的反射能力會顯著增強，或者……呃，它具有更高的反照率。它會將更多的太陽能反射回太空，從而對地球產生冷卻作用。 學生：所以……如果這些受到污染的雲反射能力更強且能讓地球降溫，這是否意味著氣膠污染實際上正在幫助我們減緩全球暖化？ 教授：托馬斯，這是一個很吸引人的結論，但它是一把雙面刃。雖然它確實暫時掩蓋了部分溫室效應造成的暖化，但氣膠在大氣中停留的時間遠不如二氧化碳長。此外，氣候系統是高度非線性的。這就引出了我們的第二個概念：「艾布萊克特效應」（Albrecht Effect），或稱為雲壽命間接效應。這個概念由大氣科學家布魯斯·艾布萊克特（Bruce Albrecht）提出，主要關注這些較小液滴形成後會發生什麼。因為液滴非常微小，它們難以凝聚——也就是合併成足夠重、能降落的雨滴。結果，降水受到了抑制。由於雲沒有藉由降雨消散，它們在大氣中停留的時間會長得多。它們也往往會變得更厚。 教授：為了看看這個效應的實際運作，我們可以觀察一個非常顯著的現實世界現象，稱為「輪船航跡」。如果你曾看過海洋的衛星影像，你可能見過這些穿過低空海洋層雲的細長、明亮的白色線條。這些航跡是由貨輪排放的廢氣煙羽形成的。輪船燃料中富含硫的顆粒起到了高效 CCN 的作用。當輪船行駛時，它們將這些氣膠注入乾淨的海洋空氣中，形成由微小、高反射性液滴組成的線性雲。這些輪船航跡是圖美效應和艾布萊克特效應的直觀證據：它們比周圍的雲更亮，而且由於液滴太小而無法形成降雨，因此它們持續的時間要長得多。 教授：然而，在全球尺度上測量這些效應是極其困難的。例如，雖然輪船航跡清楚地展示了局部降溫，但將其推廣到全球氣候模型中會引入巨大的誤差範圍。為什麼？因為雲是極其動態的。如果雲因降雨受阻而停留得更久，它也可能因為乾燥空氣混合而在邊緣蒸發得更快，這個過程稱為「夾卷」。在某些條件下，這種夾卷作用實際上會導致雲收縮，從而抵消降溫效果。因此，在局部輪船航跡中看似簡單明迴的降溫機制，在我們試圖預測五十年後的全球氣溫時，就變成了一個極其難以預測的變數。

(Shared with Q17.) [Q18] According to the professor, how does a cloud in a pristine environment differ from one in a polluted environment?

中文翻譯

（與第 17 題共用文本。） [第 18 題] 根據教授的說法，原始環境中的雲與受污染環境中的雲有何不同？

(Shared with Q17.) [Q19] Why does the professor mention the atmospheric lifetime of carbon dioxide compared to aerosols?

中文翻譯

（與第 17 題共用。）[第 19 題] 教授為什麼要將二氧化碳在大氣中的壽命與氣膠進行比較？

(Shared with Q17.) [Q20] Based on the discussion of ship tracks, how do they demonstrate both the Twomey effect and the Albrecht effect?

中文翻譯

（與第 17 題共用。）［第 20 題］根據對船跡的討論，它們是如何同時展現出托梅效應與阿爾布雷希特效應的？

(Shared with Q17.) [Q21] What can be inferred about the process of entrainment in clouds?

中文翻譯

（與第 17 題共用）[第 21 題] 關於雲層中的「夾卷」過程，可以推論出什麼？

(Shared with Q17.) [Replay: "That's a tempting conclusion, Tomas, but it's a double-edged sword."] [Q22] Why does the professor say this:

中文翻譯

（與第 17 題共用。）［重播：「湯瑪斯，這個結論很誘人，但它是一把雙面刃。」］

NARRATOR: Listen to part of a lecture in a cognitive psychology class. PROFESSOR: Yesterday, we discussed how the brain organizes visual stimuli, but today we’re shifting our focus to cognitive linguistics—specifically, how we process the meaning of words. For decades, the dominant view was that language comprehension is entirely symbolic and abstract. In this traditional model, when you read a word, your brain decodes it using a mental dictionary that operates independently of your physical senses. PROFESSOR: However, a newer paradigm has gained considerable traction. It’s called embodied semantics. Embodied semantics is the theory that understanding language is not just an abstract cognitive exercise, but rather, it involves mentally simulating the actual physical sensations or motor actions associated with the words. So, when you hear a word like "kick," your brain doesn’t just look up an abstract definition. Instead, it subtly activates the premotor cortex—the region responsible for planning leg movements. It’s as if your brain is executing a mini-simulation of the action itself. STUDENT: Excuse me, Professor. I can see how that works for concrete actions like "kick" or "grab." But what about abstract concepts? We use words like "justice" or, um, "interest rates" all the time. Surely we don't simulate those physically? PROFESSOR: That is the ultimate challenge for embodied semantics, Lukas, and it brings us to our second concept: abstract conceptual mapping. This is the process where we understand abstract ideas by metaphorically mapping them onto physical, bodily experiences. Take the concept of social warmth, for instance. We often describe a friendly person as "warm" and an unfriendly person as "cold." Researchers have found that this isn't just a figure of speech. In a well-known study, participants who were asked to briefly hold a cup of hot coffee rated a stranger as significantly warmer and more trustworthy than those who held iced coffee. The physical sensation of warmth actually primed, or pre-activated, the psychological concept of friendliness. So, yes, even abstract concepts seem to have physical scaffolding in our minds. PROFESSOR: Let’s look at another striking piece of evidence for this mind-body connection: the Action-Sentence Compatibility Effect, or simply the ACE. The ACE is a psychological phenomenon where physical reaction times are altered depending on whether a physical movement aligns with the meaning of a sentence. PROFESSOR: To study this, researchers had participants sit in front of a button box. They were asked to read sentences on a screen and decide, as quickly as possible, if the sentences made sense. To register their answer, they had to press a button. But here is the catch: for some trials, the "yes" button was located further away from their body, requiring an outward hand movement. For other trials, the "yes" button was closer, requiring an inward movement toward their body. PROFESSOR: Now, think about a sentence like "He closed the drawer." If you close a drawer, you push it away from you, right? The researchers found that when participants read a sentence describing an action directed away from the body, they were significantly faster to press the "yes" button if that button required them to move their hand away from their body. If they had to pull their hand toward themselves to press the button, their response times were measurably slower. PROFESSOR: Now, this effect—uh, wait, let make a crucial distinction here—the delay isn't because the participants were confused by the sentences. Rather, it’s because the motor system was already "busy" preparing a simulation of pushing away, which created a brief mental bottleneck when they were asked to physically pull their hand inward. This interference is powerful evidence that we don't just process language in an isolated, abstract linguistic chamber. Our motor systems are actively recruited to help us make sense of the world. [Q23] What is the lecture mainly about?

中文翻譯

旁白：請聽一段認知心理學課堂上的演講。 教授：昨天我們討論了大腦如何組織視覺刺激，但今天我們要將焦點轉移到認知語言學——具體來說，就是我們如何處理字詞的意義。幾十年來，主流觀點一直認為語言理解完全是符號化且抽象的。在這個傳統模型中，當你讀到一個字時，你的大腦會使用一個獨立於身體感官運作的心智詞典來解碼它。 然而，一個較新的典範已經獲得了相當大的關注，稱為「具身語意學」（embodied semantics）。具身語意學是一種理論，認為理解語言不僅僅是一種抽象的認知活動，相反地，它涉及在心智上模擬與字詞相關的實際身體感覺或動作。因此，當你聽到像 "kick"（踢）這樣的詞時，你的大腦不只是尋找一個抽象的定義。相反地，它會微幅活化前運動皮質——也就是負責規劃腿部動作的區域。這就像是你的大腦正在對該動作本身進行微型的模擬。 學生：老師，不好意思。我可以理解這對像 "kick" 或 "grab"（抓）這類具體動作是如何運作的。但抽象概念呢？我們經常使用像 "justice"（正義）或，呃，"interest rates"（利率）這樣的詞。我們總不可能也在身體上模擬這些概念吧？ 教授：這正是具身語意學面臨的終極挑戰，盧卡斯，這也帶出了我們的第二個概念：抽象概念對映（abstract conceptual mapping）。這是指我們透過將抽象想法隱喻式地對映到身體的物理體驗，來理解這些抽象想法的過程。以「社會溫暖」（social warmth）的概念為例。我們經常形容一個友善的人很「溫暖」，形容一個不友善的人很「冷漠」。研究人員發現，這不單純只是一種比喻。在一個著名的研究中，被要求短暫手持一杯熱咖啡的受試者，對陌生人的評分明顯比手持冰咖啡的受試者更溫暖、更值得信賴。溫暖的身體感覺實際上促發（或預先活化）了友善的心理概念。所以，是的，即使是抽象概念，在我們的心智中似乎也存在著身體經驗的「鷹架」。 教授：讓我們來看看另一個支持這種身心聯結的顯著證據：「動作-句子相容性效應」（Action-Sentence Compatibility Effect），簡稱 ACE。ACE 是一種心理學現象，其中身體的反應時間會根據身體動作是否與句子的語意一致而產生改變。 為了研究這一點，研究人員讓受試者坐在一台按鍵盒前。他們被要求閱讀螢幕上的句子，並儘快決定這些句子是否通順。為了記錄答案，他們必須按下一個按鈕。但關鍵在於：在某些回合中，「是」的按鈕距離他們的身體較遠，需要手部向外移動；而在其他回合中，「是」的按鈕較近，需要手部向內朝身體移動。 現在， think about a sentence like "He closed the drawer."（他關上了抽屜）。如果你關上抽屜，你會把它推離自己，對吧？研究人員發現，當受試者讀到描述遠離身體動作的句子時，如果「是」的按鈕需要他們將手移開身體，他們的按鍵速度會明顯加快。如果他們必須將手拉向自己才能按下按鈕，他們的反應時間就會明顯變慢。 現在，這種效應——呃，等等，讓我在此做一個關鍵的區分——延遲並不是因為受試者被句子搞糊塗了。相反地，這是因為運動系統已經「忙於」準備推開動作的模擬，當他們被要求實際將手向內拉時，便產生了短暫的心智瓶頸。這種干擾是有力的證據，表明我們不只是在一個孤立、抽象的語言空間中處理語言，我們的運動系統也被積極動員來幫助我們理解這個世界。

(Shared with Q23.) [Q24] According to the professor, what occurs in the brain when a person hears a concrete action verb like "kick"?

中文翻譯

（與第 23 題共用。）[第 24 題] 根據教授的說法，當人們聽到像 'kick'（踢）這類具體的動作動詞時，大腦中會發生什麼反應？

(Shared with Q23.) [Q25] In the study involving the Action-Sentence Compatibility Effect (ACE), what two tasks were participants required to perform? Choose 2 answers.

中文翻譯

（與第 23 題共用。）[第 25 題] 在這項涉及「動作-句子相容效應」（ACE）的研究中，參與者被要求執行哪兩項任務？請選出 2 個答案。

(Shared with Q23.) [Q26] Why does the professor discuss the experiment where participants held a cup of coffee?

中文翻譯

（與第 23 題共用）[第 26 題] 教授為什麼要討論受試者手持咖啡杯的實驗？

(Shared with Q23.) [Q27] What does the professor imply about the delay in reaction times observed during the ACE experiment?

中文翻譯

（與第 23 題共用。）[第 27 題] 關於在 ACE 實驗中觀察到的反應時間延遲，教授暗示了什麼？

(Shared with Q23.) [Replay: "Now, this effect—uh, wait, let make a crucial distinction here—the delay isn't because the participants were confused by the sentences."] [Q28] Why does the speaker say this:

中文翻譯

「現在，這個效應——呃，等等，讓我在這裡做一個關鍵的區分——延遲並不是因為受試者被句子搞混了。」