TOEFL 托福 听力原创模拟题 5

NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor. Thanks for meeting with me during your office hours. I wanted to talk about our upcoming research paper for Environmental Science 101. PROFESSOR: Of course, Sofia. Come on in. What is on your mind? Are you having trouble finding sources? STUDENT: Well, no, not exactly. My original topic was... uh, it was about ocean plastic pollution. But when I started researching, I realized it is just too big of a topic. I cannot cover all of that in a short paper. Remember, you said the paper has a strict limit of exactly five pages. PROFESSOR: Yes, that is correct. Five pages is the maximum. It forces you to focus your research. So, how do you plan to narrow it down? STUDENT: I was thinking of changing my topic to microplastics in local freshwater lakes. Specifically, how they affect freshwater algae. I found a few great studies on our local lake, Lake Erie. PROFESSOR: That is an excellent adjustment. Focusing on freshwater algae in a specific local context is much more manageable for a five-page paper. It allows you to write a detailed analysis rather than just a general summary. STUDENT: Great! I was worried it might be too narrow. But there is another thing. The deadline to submit our paper topic proposals is this Friday at five p.m., right? PROFESSOR: Yes, Friday at five p.m. is the deadline. STUDENT: Since I am changing my topic, do I need to submit a completely new proposal form, or can I just email you the new topic description? PROFESSOR: Since you are changing the core subject, you should fill out a new proposal form and upload it to our class website. It only takes a few minutes, and it helps me keep all students' topics organized in one place. STUDENT: Okay, I will do that tonight. Thank you so much for your help, Professor! PROFESSOR: You are very welcome, Sofia. I look forward to reading your proposal. [Q1] Why does the student go to see the professor?

中文翻译

旁白：听一段学生和教授之间的对话。 学生：教授好。谢谢您在答疑时间抽空见我。我想和您谈谈我们即将提交的《环境科学入门》研究论文。 教授：没问题，索菲亚。快请进。你在想些什么呢？是找文献遇到困难了吗？ 学生：呃，不完全是。我最初的选题是……呃，是关于海洋塑料污染的。但当我开始做研究时，我意识到这个话题实在太宏大了。在这么短的论文里我根本写不完。您还记得吗，您说过这篇论文有严格的限制，字数刚好是五页纸。 教授：是的，没错。最多五页。这能迫使你们聚焦研究。那么，你打算怎么缩小选题范围？ 学生：我想把选题改成当地淡水湖中的微塑料。具体来说，是它们对淡水藻类的影响。我在我们当地的伊利湖上找到了几项非常棒的研究。 教授：这是一个极好的调整。在一篇五页的论文中，聚焦于特定本地背景下的淡水藻类要好写得多。这能让你进行深入细致的分析，而不仅仅是做宽泛的概述。 学生：太好了！我之前还担心这会太窄。但还有一件事。提交论文选题提案的截止日期是本周五下午五点，对吧？ 教授：是的，周五下午五点截止。 学生：因为我更改了选题，我需要重新提交一份全新的提案表，还是直接把新选题的描述发邮件给您就行？ 教授：既然你更改了核心主题，你应该填写一份新的提案表并将其上传到我们的课程网站上。这只需要几分钟时间，而且能帮我统一整理所有学生的选题。 学生：好的，我今晚就办。教授，非常感谢您的帮助！ 教授：不用客气，索菲亚。我很期待阅读你的提案。

(Shared with Q1.) [Q2] According to the professor, what is the benefit of the five-page limit?

中文翻译

根据教授的说法，限制五页篇幅的好处是什么？

(Shared with Q1.) [Q3] What does the professor ask the student to do in order to change her topic?

中文翻译

（与第1题共用音频。）[Q3] 为了更改选题，教授要求学生怎么做？

(Shared with Q1.) [Q4] What can be inferred about the student's new topic?

中文翻译

（与第1题共用音频。）[第4题] 关于学生的新选题，可以推断出什么？

(Shared with Q1.) [Replay: "Remember, you said the paper has a strict limit of exactly five pages."] [Q5] Why does the student say this: "Remember, you said the paper has a strict limit of exactly five pages."

中文翻译

（与第1题共用音频。）[重听：“Remember, you said the paper has a strict limit of exactly five pages.”] [第五题] 学生为什么说这句话：“Remember, you said the paper has a strict limit of exactly five pages.”？

NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Today, we're going to look at a fascinating mutualistic relationship between plants and insects. Specifically, we'll focus on a process called myrmecochory. That's M-Y-R-M-E-C-O-C-H-O-R-Y, myrmecochory, which is a term for seed dispersal by ants. Now, you might wonder why a plant would rely on ants, which are relatively small and don't travel very far compared to, say, birds or the wind. But as we'll see, this localized dispersal has some incredible evolutionary advantages. PROFESSOR: So, how do plants convince ants to do the heavy lifting? They do it by producing seeds with a specialized structure called an elaiosome. An elaiosome is a fleshy, nutrient-rich appendage attached to the outside of the seed coat. It’s packed with lipids, proteins, and essential vitamins. To an ant, this is basically a high-energy feast. Sofia, yes, go ahead with your question. STUDENT: Professor, so the ants eat the elaiosomes, but doesn't that process end up damaging the actual seed? PROFESSOR: That's a logical question, Sofia. But here’s the neat part: the ants don't actually eat the seed itself. They carry the whole package—the seed with the elaiosome attached—back to their underground nest. Once they're safely inside, they feed the nutritious elaiosome to their larvae. The seed itself, which has a hard, protective casing, remains completely undamaged. After the elaiosome is consumed, the ants discard the intact seed in their nest's refuse chamber. This chamber is basically the colony's garbage dump, where they pile up organic waste and dead insects. PROFESSOR: Now, think about this environment. For a seed, this underground waste pile is an absolute goldmine. It's rich in nutrients like nitrogen and phosphorus, which are crucial for plant growth. Plus, because the seed is buried deep underground, it's safe from seed predators, like mice or birds, which would love to eat it. And, perhaps most importantly in fire-prone ecosystems like the Australian bush or the Mediterranean, being buried protects the seeds from the intense heat of wildfires. PROFESSOR: Let's look at an example. In the fynbos shrublands of South Africa, over a thousand plant species rely on myrmecochory. Scientists have done experiments where they excluded ants from certain plots of land. What they found was quite dramatic: without the ants to bury the seeds, almost all the seeds were eaten by rodents within a few days. And of the few that survived, almost none grew into mature plants because they couldn't survive the seasonal brushfires that regularly sweep through the region. PROFESSOR: But there is a catch. This system is highly vulnerable to invasive species. For instance, when invasive Argentine ants move into an area, they often displace the native ant species. These Argentine ants are small and aggressive, but they don't have the same seed-dispersal behavior. They'll eat the elaiosome... wait, sorry, they'll eat the elaiosome right there on the soil surface without moving the seed to an underground nest. Consequently, the seeds are left exposed to predators and fires, which can completely disrupt the plant community's regeneration. [Q6] What is the lecture mainly about?

中文翻译

旁白：听一段生物学课堂讲座。 教授：今天，我们要探讨植物和昆虫之间一种奇妙的互利共生关系。具体来说，我们将聚焦于一个被称为“蚁播”（myrmecochory）的过程。拼写是 M-Y-R-M-E-C-O-C-H-O-R-Y，myrmecochory，这是指由蚂蚁进行的种子传播。现在，你可能会想，为什么植物会依赖蚂蚁呢？因为与鸟类或风相比，蚂蚁体型较小，而且活动范围并不远。但正如我们将要看到的，这种局部的传播具有一些令人难以置信的进化优势。 教授：那么，植物是如何说服蚂蚁来承担这份重活的呢？它们通过产生带有一种名为“油质体”（elaiosome）的特殊结构的种子来实现这一点。油质体是附着在种皮外侧的一种肉质且营养丰富的附属物。它富含脂质、蛋白质和必需维生素。对蚂蚁来说，这基本上是一顿高能量的大餐。索菲亚，好的，请提问。 学生：教授，这么说蚂蚁吃掉了油质体，但这难道不会最终损伤种子本身吗？ 教授：问得很有逻辑，索菲亚。但奇妙的地方就在这里：蚂蚁其实并不吃种子本身。它们会把整个包裹——即附带有油质体的种子——带回它们地下的巢穴。一旦安全进入巢穴，它们就会把营养丰富的油质体喂给幼虫。而拥有坚硬保护外壳的种子本身则完全不会受损。在油质体被吃掉后，蚂蚁会把完好无损的种子丢弃在巢穴的垃圾室里。这个垃圾室基本上就是蚁群的垃圾堆，里面堆满了有机废物和昆虫尸体。 教授：现在，想想这个环境。对于种子来说，这个地下的垃圾堆绝对是一个宝藏。它富含氮、磷等对植物生长至关重要的营养元素。此外，由于种子被深埋在地下，它能免受老鼠或鸟类等捕食种子的动物的侵害，这些动物可是很乐意吃掉它们的。而且，在像澳大利亚灌木丛或地中海地区这样易发生火灾的生态系统中，最重要的一点可能是，被埋在地下可以保护种子免受山火高温的伤害。 教授：我们来看一个例子。在南非的凡博斯（fynbos）灌木丛中，有超过一千种植物依赖蚁播。科学家们进行了一些实验，将蚂蚁排除在某些样地之外。他们的发现非常具有戏剧性：没有蚂蚁来掩埋种子，几乎所有的种子都在几天内被啮齿动物吃光了。而极少数幸存下来的种子中，也几乎没有能长成发育成熟的植物的，因为它们无法在定期席卷该地区的季节性灌木丛火灾中幸存下来。 教授：不过这里有一个隐患。这个系统极易受到外来入侵物种的破坏。例如，当入侵的阿根廷蚁迁入一个地区时，它们往往会排挤本土蚂蚁。这些阿根廷蚁体型小且具有攻击性，但它们没有相同的传播种子的行为。它们会吃掉油质体……哦，抱歉，它们会在土壤表面直接吃掉油质体，而不会把种子搬运到地下巢穴中。因此，种子就暴露在捕食者和火灾面前，这会彻底破坏植物群落的再生。

(Shared with Q6.) [Q7] According to the professor, what is the primary function of an elaiosome?

中文翻译

（与第6题共用）[Q7] 根据教授的说法，油质体（elaiosome）的主要功能是什么？

(Shared with Q6.) [Q8] According to the professor, what are two benefits that seeds gain from being discarded in an ant colony's waste chamber? Choose 2 answers.

中文翻译

（与第6题共用。）[第8题] 根据教授的说法，种子被丢弃在蚁群的垃圾室中能获得哪两个好处？请选择2个答案。

(Shared with Q6.) [Q9] Why does the professor mention the experiment conducted in the South African fynbos?

中文翻译

（与第6题共享音频）[第9题] 教授为什么要提到在南非凡波斯（fynbos）进行的实验？

(Shared with Q6.) [Q10] According to the professor, how do invasive Argentine ants affect the plants that rely on myrmecochory?

中文翻译

（与第6题共享音频。）[第10题] 根据教授的说法，入侵的阿根廷蚁是如何影响那些依赖蚁媒传播的植物的？

(Shared with Q6.) [Replay: "But here’s the neat part: the ants don't actually eat the seed itself. They carry the whole package—the seed with the elaiosome attached—back to their underground nest."] [Q11] Why does the speaker say this:

中文翻译

（与第6题共享。）[重放：“但最妙的地方在这里：蚂蚁其实并不吃种子本身。它们会把整样东西——也就是附带着油质体的种子——全部搬回它们地下的巢穴中。”]

NARRATOR: Listen to a conversation between a student and a university registrar staff member. SOFIA: Hi, um, I'm sorry to bother you, but I'm having a bit of a crisis with my graduation audit. My name is Sofia, by the way. STAFF: Hello, Sofia. No need to apologize, that's what we're here for. What seems to be the issue with your graduation audit? SOFIA: Well, I logged into the student portal this morning to make sure everything was set for graduation next semester. But under my major requirements—I'm majoring in Environmental Studies—there's a red flag. It says I'm missing three credits of experiential learning. But I actually did a full-time internship at the local wildlife sanctuary last summer, which is supposed to count for exactly that. STAFF: Okay, let me look up your record. Sofia... yes, here it is. I see your coursework, but you're right, the experiential learning requirement is still marked as unfulfilled. Did you register the internship under the course code ENV 398? SOFIA: Yes, I did. I enrolled in the class, paid the tuition for it, and completed all the weekly journal entries. My faculty advisor even gave me a passing grade. Or, well, a "Satisfactory" grade, since it's a pass/fail class. STAFF: Ah, I see the "S" grade on your academic transcript. However, for experiential learning courses, the Registrar's Office requires a separate document called the Internship Validation Form. It has to be signed by your external supervisor at the sanctuary, confirming you completed the required eighty hours. Until we receive that form, the system won't release those three credits toward your graduation total. SOFIA: Oh, no. I remember my supervisor, Dr. Ramirez, signed that form on my last day. She emailed it to me as a PDF. I thought... well, I thought my faculty advisor would submit it, or that the grade itself was enough. STAFF: It's a very common misunderstanding. Faculty advisors track the academic side—like your journals—but our office needs the physical or digital validation form to satisfy the administrative requirement. SOFIA: Okay, so if I have the signed PDF on my laptop, what do I need to do? Can I just email it to you? STAFF: Actually, you have to upload it directly through the Graduation Deficiency Resolution portal on our website. That automatically links it to your pending audit. Just be sure to do it before the graduation clearing deadline, which is this coming Friday at five p.m. If it's not in the system by then, your graduation date will be pushed back to the summer term. SOFIA: Oh, wow, that would be a disaster. My family already booked their travel for the spring ceremony! I will upload that PDF as soon as I get back to my dorm room. Thank you so much for clearing this up. STAFF: You're welcome, Sofia. Once you upload it, give it about twenty-four hours to update. If the red flag is still there by Thursday morning, give us a call. [Q12] Why does the student go to see the staff member?

中文翻译

旁白：听一段学生和大学教务处工作人员之间的对话。 索菲亚：你好，额，不好意思打扰一下，我的毕业审核出了点紧急状况。顺便自我介绍一下，我叫索菲亚。 工作人员：你好，索菲亚。不用道歉，这本就是我们的工作。你的毕业审核出什么问题了？ 索菲亚：是这样的，我今天早上登录了学生系统，想确认一下下学期毕业的一切事宜是否都准备妥当了。但在我的专业要求里——我主修环境研究——有一个红牌警告。上面说我缺了三个学分的体验式学习（experiential learning）。但我去年夏天明明在当地的野生动物保护区做了一份全职实习，这应该正好可以抵扣这个学分。 工作人员：好的，我来查一下你的记录。索菲亚……好的，找到了。我看到了你的课程修读记录，但你说的没错，体验式学习要求确实还显示为“未完成”。你当时有把这个实习注册在课程代码 ENV 398 下吗？ 索菲亚：注册了。我选了这门课，交了学费，还完成了每周的所有日志。我的专业指导老师甚至给了我及格的成绩。哦，准确地说是“合格（Satisfactory）”，因为这是一门考查课（非百分制）。 工作人员：啊，我在你的成绩单上看到这个“S”等级了。不过，对于体验式学习课程，教务处需要一份单独的材料，叫做《实习确认表》（Internship Validation Form）。这需要你在保护区的校外导师签字，确认你完成了要求的80个小时。在我们收到这份表格之前，系统是无法把这三个学分计入你的毕业总学分里的。 索菲亚：天哪。我记得我的导师拉米雷斯博士在我最后一天确实签了那张表。她把PDF版发到我邮箱了。我以为……额，我以为我的专业指导老师会帮我提交，或者有成绩就已经足够了。 工作人员：这是一种很常见的误解。指导老师负责学业方面的跟进——比如你的日志——但我们办公室需要纸质或电子版的确认表来完成行政审批手续。 索菲亚：好吧，既然我电脑里有签过字的PDF，那我需要做什么？我可以直接发邮件给你吗？ 工作人员：实际上，你必须直接通过我们网站上的“毕业缺失解决通道”（Graduation Deficiency Resolution portal）进行上传。这样系统会自动将它与你待挂起的毕业审核关联起来。请务必在本周五下午五点之前的毕业审核截止日期前上传。如果届时系统里还没有收到，你的毕业时间就会被推迟到暑假。 索菲亚：哇，那可真是太糟糕了。我家里人都已经定好了来参加春季毕业典礼的行程！我一回宿舍就马上上传那个PDF。太感谢您帮我澄清这个问题了。 工作人员：不用客气，索菲亚。上传后，大概需要24小时来进行系统更新。如果到周四早上那个红牌警告还在，就给我们打个电话。

(Shared with Q12.) [Q13] According to the staff member, why are the student's internship credits currently missing?

中文翻译

（与第12题共用音频。） [第13题] 根据工作人员的说法，为什么该学生目前的实习学分缺失了？

(Shared with Q12.) [Q14] What does the staff member imply about the student's misunderstanding?

中文翻译

（与第12题共用音频。）[第14题] 关于该学生的误解，工作人员暗示了什么？

(Shared with Q12.) [Q15] Why does the staff member mention the upcoming Friday deadline?

中文翻译

（与第12题共用音频。）[第15题] 工作人员为什么要提到即将到来的周五截止日期？

(Shared with Q12.) [Replay: "My faculty advisor even gave me a passing grade. Or, well, a "Satisfactory" grade, since it's a pass/fail class."] [Q16] Why does the student say this: "Or, well, a 'Satisfactory' grade, since it's a pass/fail class."

中文翻译

我的指导老师甚至给了我一个通过的成绩。或者，准确地说是“合格”（Satisfactory）等级，因为这是一门实行及格/不及格制的课程。

NARRATOR: Listen to part of a lecture in an environmental science class. PROFESSOR: Today, we're going to explore a phenomenon that's transforming how we understand glacial melting and high-latitude ecosystems. Historically, glaciologists viewed ice sheets as sterile, inert blocks of frozen water. But in reality, they are highly dynamic, and much of this dynamism is driven by something called cryoconite. Cryoconite—which is essentially a dark-colored, powdery dust consisting of rock particles, industrial soot, and biological matter—settles on the surface of glaciers and ice sheets. Now, this dust doesn't... excuse me, it doesn't just sit passively on the surface; it actively melts its way downward. Now, you might think a thin layer of dust would just get washed away by meltwater. But cryoconite does something far more complex. Because it's dark, it has a very low albedo, meaning it reflects very little sunlight. Instead, it absorbs solar radiation. This triggers what we call a localized albedo feedback, which is the circular process where a reduction in a surface's reflectivity causes more heat absorption, accelerating further melting. As the cryoconite heats up, it melts the ice directly beneath it, sinking vertically into the glacier to form cylindrical, water-filled depressions known as cryoconite holes. STUDENT: Excuse me, Professor. If these holes are constantly melting downward, why don't they just melt all the way through the glacier and disappear? PROFESSOR: That's a logical assumption, Ingrid. But they actually reach what's known as an equilibrium depth—that is, a stable depth where the rate of solar heating at the bottom of the hole is perfectly balanced by the cold temperature of the surrounding ice conducting heat away. Usually, this is about thirty to fifty centimeters deep. At this depth, they stabilize. Now, these holes aren't just physical geological features; they also act as biomicro-niches. By biomicro-niches, I mean tiny, isolated aquatic ecosystems where specialized organisms can survive in extreme conditions. The bottom of a cryoconite hole is lined with dark sediment, but the water column above it provides a sheltered environment. Inside, we find thriving communities of cyanobacteria, tardigrades, and rotifers. The cyanobacteria are especially crucial because they perform photosynthesis and produce a sticky extracellular matrix—basically, a biological glue that prevents the cryoconite dust from being easily swept away by wind or surface meltwater. STUDENT: So the bacteria are actually keeping the dust in place? That sounds like they're actively changing the glacier's physical structure. PROFESSOR: Exactly! And that brings us to the broader climate implications. On the Greenland Ice Sheet, there's a vast region researchers call the 'Dark Zone.' For years, scientists assumed this darkening was entirely due to inorganic geological dust blown from expanding ice-free land areas. However, recent satellite data and field samples have revealed a different story. The darkening is heavily driven by biological cryoconite compounding—meaning the rapid growth of dark-pigmented ice algae and cyanobacteria that actively colonize the surface during the summer. These organisms don't just sit in the holes; they spill out, darkening millions of square kilometers of ice. This biological darkening reduces the entire ice sheet's albedo far more than windblown dust alone ever could. Consequently, the rate of glacial ablation—the total loss of ice due to melting and sublimation—has escalated dramatically. By understanding how these microscopic ecosystems function, we're forced to revise our climate models. We can no longer treat glacial melting as a purely physical thermodynamic process; it is, in fact, deeply biological. [Q17] What is the lecture mainly about?

中文翻译

旁白：听一段环境科学课上的讲座。 教授：今天，我们将探讨一种正在改变我们对冰川融化和高纬度生态系统认识的现象。在过去，冰川学家将冰盖视为无菌、无活性的冰冻水块。但实际上，它们是非常动态的，而这种动态很大程度上是由一种叫做“冰尘”（cryoconite）的物质推动的。冰尘——本质上是一种由岩石颗粒、工业烟尘和生物物质组成的深色粉末状尘埃——沉积在冰川和冰盖的表面。现在，这些尘埃并不……抱歉，它们并不仅仅是静静地平铺在表面，而是主动向下融化。现在，你可能会认为一层薄薄的尘埃只会被融水冲走。但冰尘的作用要复杂得多。因为它的颜色很深，其反照率非常低，这意味着它几乎不反射阳光。相反，它会吸收太阳辐射。这触发了我们所说的“局部反照率反馈”，这是一个循环过程，即表面反射率的降低导致吸收更多热量，从而加速进一步的融化。随着冰尘变热，它会直接融化其下方的冰，垂直沉入冰川中，形成被称为“冰尘筒”（cryoconite holes）的圆柱形充水凹坑。 学生：对不起，教授。如果这些孔一直在向下融化，为什么它们没有直接融穿整个冰川然后消失呢？ 教授：这是一个很合乎逻辑的假设，英格丽德。但它们实际上会达到所谓的“平衡深度”——也就是说，一个稳定的深度，在此深度下，孔底部的太阳辐射加热速率与周围冰层传导热量的低温完美平衡。通常，这个深度大约在30到50厘米。在这个深度，它们就稳定下来了。现在，这些孔不仅是物理上的地质特征，它们还充当了“生物微生态位”（biomicro-niches）。我所说的生物微生态位，是指在极端条件下专门化生物体能够生存的微小、孤立的水生生态系统。冰尘筒的底部覆盖着深色的沉积物，但上方的水柱提供了一个庇护环境。在里面，我们发现了茂盛的蓝细菌、缓步动物和轮虫群落。蓝细菌尤为关键，因为它们进行光合作用并产生一种粘性的细胞外基质——基本上是一种生物胶水，可以防止冰尘轻易被风或表面融水冲走。 学生：所以细菌实际上把尘埃固定在了原处？听起来它们在主动改变冰川的物理结构。 教授：没错！这就把我们带到了更广泛的气候影响上。在格陵兰冰盖上，有一个被研究人员称为“暗区”（Dark Zone）的广大区域。多年来，科学家们一直认为这种变暗完全是由从不断扩大的无冰陆地区域吹来的无机地质尘埃造成的。然而，最近的卫星数据和实地样本揭示了一个不同的故事。这种变暗很大程度上是由“生物冰尘复合效应”（biological cryoconite compounding）推动的——也就是说，在夏季，深色色素的冰藻和蓝细菌在表面活跃地繁殖。这些生物不仅仅待在孔里，它们还会溢出来，使数百万平方公里的冰面变暗。这种生物引起的变暗降低了整个冰盖的反照率，其程度远超仅靠风吹尘埃所能达到的效果。因此，冰川消融（由于融化和升华导致的冰总量流失）的速度急剧上升。通过了解这些微观生态系统是如何运作的，我们不得不修正我们的气候模型。我们不能再将冰川融化视为一个纯粹的物理热力学过程；事实上，它具有深刻的生物性。

(Shared with Q17.) [Q18] According to the professor, what prevents cryoconite holes from melting infinitely downward through a glacier?

中文翻译

（与第17题共享音频。）[第18题] 根据教授的说法，是什么阻止了冰尘孔在冰川中无限向下融化？

(Shared with Q17.) [Q19] Why does the professor mention cyanobacteria in the context of cryoconite holes?

中文翻译

（与第17题共用音频。）[第19题] 教授在讨论冰尘孔时为什么会提到蓝细菌？

(Shared with Q17.) [Q20] Based on the discussion of the "Dark Zone" in Greenland, how does biological cryoconite compounding affect the ice sheet?

中文翻译

（与第17题共用）[第20题] 根据对格陵兰岛“暗区”的讨论，生物冰尘复合作用是如何影响冰盖的？

(Shared with Q17.) [Q21] What can be inferred about traditional climate models that did not account for cryoconite?

中文翻译

（与第17题共享。）[第21题] 关于未考虑冰尘（cryoconite）的传统气候模型，可以推断出什么？

(Shared with Q17.) [Replay: "Now, you might think a thin layer of dust would just get washed away by meltwater. But cryoconite does something far more complex."] [Q22] Why does the speaker say this:

中文翻译

现在，你可能觉得一层薄薄的尘埃只会被冰川融水冲走。但冰尘的行为要复杂得多。

NARRATOR: Listen to part of a lecture in a linguistics class. PROFESSOR: Good morning, everyone. Today, we're delving into cognitive linguistics—specifically, how different languages structure our spatial perception. Now, when we want to describe where something is, we use what linguists call a 'spatial frame of reference.' Essentially, this is a coordinate system used to identify the location of objects. We generally divide these into three distinct categories. PROFESSOR: First, we have the 'relative frame of reference.' This system defines spatial relations relative to the viewer's own body. For instance, if I say 'the book is to the left of the cup,' I am projecting my own left-right axis onto the scene. If I rotate ninety degrees, 'left' changes. Second, there's the 'absolute frame of reference.' In this system, coordinates are fixed, independent of the observer's position. This relies on stable cardinal directions, like north, south, east, and west. So instead of saying 'the book is to my left,' a speaker using an absolute system would say 'the book is to the west of the cup.' No matter which way I turn, west remains west. STUDENT: Sorry, professor, but does that mean speakers of absolute-coordinate languages have to constantly know where north is? Like, even when they're indoors? PROFESSOR: Yes, precisely, Lukas. They possess a highly developed cognitive map—a sort of internal compass—that is updated constantly. It's quite remarkable, really. Communities like the Guugu Yimithirr in Australia use this absolute system exclusively. PROFESSOR: Now, the third type is the 'intrinsic frame of reference.' This locates an object relative to the inherent facets of another object—that is, the target is described using the reference object's own front, back, or sides. For example, if you say 'the cat is in front of the car,' you mean it's near the car's headlights—the car's actual front—regardless of which direction you, the observer, are facing. Uh, wait, let me clarify: the intrinsic frame doesn't care where you are standing, only how the car itself is oriented. PROFESSOR: Now, why does this matter to cognitive psychologists? Well, for decades, it was assumed that all humans inherently think in relative terms—that left and right are hardwired. But cross-linguistic studies challenged this. Let's look at a classic experiment designed by researchers at the Max Planck Institute. PROFESSOR: Imagine a participant sitting at Table A. On this table, there are three toy animals lined up: a pig, a cow, and a sheep, facing left to right. The participant is asked to memorize this layout. Then, they are rotated one hundred and eighty degrees to face Table B, which is behind them. They are handed the toys and told to, you know, 'make it the same.' Now, what does 'the same' mean? PROFESSOR: If the participant is an English speaker, who primarily uses a relative frame of reference, they will preserve the relative order. They'll place the animals facing left to right from their current perspective. But notice: in terms of absolute cardinal directions, the toys are now pointing in the opposite direction than before because of the observer's rotation. PROFESSOR: Conversely, a speaker of an absolute-coordinate language will place the animals pointing in the same absolute direction—say, facing North. From their personal perspective, the toys now look reversed—pointing right instead of left—but the absolute orientation is preserved. This demonstrates that our linguistic habits—how we talk about space—profoundly shape our non-linguistic memory and cognitive processing. Language isn't just a tool for reporting what we see; it actually directs our attention to specific environmental cues. [Q23] What is the lecture mainly about?

中文翻译

旁白：听一段语言学课上的讲座片段。 教授：大家早上好。今天，我们将深入探讨认知语言学——具体来说，就是不同的语言是如何构建我们的空间感知的。现在，当我们想要描述某个物体的位置时，我们会使用语言学家所说的“空间参考系”（spatial frame of reference）。本质上，这是一个用于确定物体位置的坐标系。我们通常将其分为三个不同的类别。 教授：首先是“相对参考系”（relative frame of reference）。这个系统根据观察者自身的身体来定义空间关系。例如，如果我说“书在杯子的左边”，我就是将我自己的左右轴线投射到了这个场景中。如果我旋转90度，“左边”就会发生改变。其次是“绝对参考系”（absolute frame of reference）。在这个系统中，坐标是固定的，不依赖于观察者的位置。这依赖于稳定的基本方位，如东、南、西、北。因此，使用绝对系统的说话者不会说“书在我的左边”，而是会说“书在杯子的西边”。无论我转向哪个方向，西方依然是西方。 学生：抱歉，教授，那是否意味着使用绝对坐标语言的人必须时刻知道北在哪里？比如，甚至在室内的时候也是吗？ 教授：是的，没错，卢卡斯。他们拥有高度发达的认知地图——一种内部指南针（internal compass）——并且会不断更新。这真的很了不起。像澳大利亚的古古伊米蒂尔（Guugu Yimithirr）社群就完全使用这种绝对系统。 教授：第三种类型是“固有参考系”（intrinsic frame of reference）。这是根据另一个物体固有的侧面来定位某个物体的——也就是说，目标物体是使用参照物自身的“前”、“后”或“侧面”来描述的。例如，如果你说“猫在汽车前面”，你的意思是它在汽车大灯附近——即汽车实际的前部——而不管你这个观察者面对的是哪个方向。呃，等等，让我澄清一下：固有参考系不在乎你站在哪里，只在乎汽车本身的方向。 教授：那么，为什么认知心理学家会关心这个问题呢？过去几十年来，人们一直认为所有人类天生都以相对的方式思考——即“左”和“硬编码的右”是与生俱来的认知。但跨语言研究对此提出了挑战。让我们来看看马克斯·普朗克研究所的研究人员设计的一个经典实验。 教授：想象一下，一名受试者坐在A桌旁。桌上排着三个玩具动物：一只猪、一头牛和一只羊，从左到右排列。受试者被要求记住这个布局。然后，他们被旋转180度，面对他们身后的B桌。他们拿到玩具，并被告知要，你知道的，“摆成一样的”。那么，“一样的”在这里是什么意思呢？ 教授：如果受试者是英语使用者，他们主要使用相对参考系，他们会保持相对顺序。他们会从自己当前的角度出发，将动物从左到右排列。但请注意：从绝对基本方位的角度来看，由于观察者进行了旋转，这些玩具现在指向的方向与之前相反。 教授：相反，使用绝对坐标语言的人会把动物摆在相同的绝对方向上——比如，都面朝北。从他们个人的角度来看，玩具现在看起来是相反的——指向右边而不是左边——但绝对方向得到了保留。这表明，我们的语言习惯——我们如何谈论空间——深刻地塑造了我们的非语言记忆和认知加工过程。语言不仅仅是报告我们所见事物的工具，它实际上还将我们的注意力引导至特定的环境线索。

(Shared with Q23.) [Q24] According to the professor, what is true of speakers who exclusively use an absolute frame of reference?

中文翻译

（与第23题共用音频。）[第24题] 根据教授的说法，对于仅使用绝对参考系的说话者而言，下列哪项表述是正确的？

(Shared with Q23.) [Q25] In the experiment described by the professor, what occurs when participants are rotated 180 degrees to face Table B? Choose 2 answers.

中文翻译

（与第23题共用。）[第25题] 在教授描述的实验中，当参与者被旋转180度面向桌子B时，会发生什么？请选择2个选项。

(Shared with Q23.) [Q26] Why does the professor mention the "cat in front of the car" example?

中文翻译

（与第23题共用音频。）[Q26] 教授为什么要提到“车前的猫”这个例子？

(Shared with Q23.) [Q27] What does the professor imply about the relationship between language and cognition?

中文翻译

（与第23题共用音频。）[第27题] 关于语言与认知之间的关系，教授暗示了什么？

(Shared with Q23.) [Replay: "Uh, wait, let me clarify: the intrinsic frame doesn't care where you are standing, only how the car itself is oriented."] [Q28] Why does the speaker say this:

中文翻译

（重放：“呃，等等，我澄清一下：固有参考系并不受你站立位置的影响，只取决于汽车本身的朝向。”）