TOEFL 托福 听力原创模拟题 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?

中文翻译

旁白：听一段学生和教授之间的对话。 学生：您好，英格丽德教授。您现在方便吗？我想请您帮帮我准备即将到来的课堂展示。 教授：你好，托马斯。没问题，请进，坐吧。我很乐意帮忙。我们确实需要尽快确定你的展示主题了。记住，提交正式主题表的截止时间是本周五下午五点。 学生：是的，这正是我来的原因。我实在很难选定一个主题。最开始，我想讲讲亚洲和欧洲的农业历史。我当时觉得可以在一次演讲中把小麦、大麦和水稻进行对比。 教授：啊，我明白了。嗯，对比两个大洲的三种主要谷物是一个非常宏大的项目。你的展示时间只有五分钟。如果你想把这三者都讲到，很快就会没时间了。最好是只专注于某一个地区的某一种具体作物。 学生：哦，好的。五分钟确实太短了。额，我大概之前没意识到时间过得这么快。所以，如果只能选一个的话……我觉得大麦挺有意思的。我读到过一点关于它在古美索不达米亚是如何种植的资料。 教授：大麦是个极好的选择。它是该地区最早种植的谷物之一。为了让你的演讲更独特，你可以把重点放在大麦在当时是如何被用作一种支付方式，或者说，货币的。 学生：等等，他们把大麦当钱用？我还真不知道！这个角度太酷了。但是，我有点担心，去哪里能找到关于古代大麦支付的可靠文章呢？ 教授：你可以先从大学图书馆网站找起。我们有一个专门的数字数据库，叫作“在线古代农业”（Ancient Agriculture Online）。里面有一些经过考证的短篇文章，非常适合五分钟的课堂展示。 学生：听起来太棒了。我今天就去检索那个数据库，今晚把主题表填好。我一定会打印出来，在周五下午五点前从您办公室的门缝塞进去。 教授：可以。只需确保你也在表上写下你的主要研究问题。我很期待阅读它！

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

中文翻译

（与第1题共用音频。）[Q2] 根据教授的说法，提交选题表的截止时间是什么时候？

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

中文翻译

（与第1题共用音频。）[第3题] 教授提到了关于大麦的什么有趣细节？

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

中文翻译

（与第1题共享音频。）[第4题] 关于学生最初的课堂展示计划，教授暗示了什么？

(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."

中文翻译

（与第1题共享。）[重放：“我，呃，我想我之前没意识到时间过得这么快。”] [第5题] 学生为什么要说这句话：“我，呃，我想我之前没意识到时间过得这么快。”

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?

中文翻译

旁白：听一段生物学课堂讲座。 教授：好的，同学们，我们开始上课。今天我们要讲的是植物是如何进行交流的。大家一想到植物，可能就会觉得它们是无声且孤立的生物。但实际上，它们之间有着紧密的联系，特别是在地下。大多数植物都与真菌建立了共生——也就是互利共赢的——关系，形成了我们所说的“公共菌根网络”（Common Mycorrhizal Networks，简称CMN）。菌根网络本质上是一个由真菌菌丝（称为hyphae）构成的地下网络，它将同一区域内不同植物的根系物理性地连接在一起。传统上，我们知道这些网络可以帮助植物共享水分、磷和氮等资源。但最近的研究表明，它们的作用远不止于此——它们实际上充当了一种发送警告信号的“信息高速公路”。 学生：等等，所以植物真的可以通过真菌互相发送警告信息吗？ 教授：没错，卢卡斯。当植物受到害虫（比如蚜虫）的袭击时，它不会只是默默地承受。它会发出化学警告，即“信息化学物质”（infochemicals）——这其实就是用于传递信息的化合物。这些信息化学物质通过菌根网络传输给邻近的植物。我们来看一项关于蚕豆植物的关键研究。研究人员设计了一个实验，将蚕豆植物分组种植。其中一些通过菌根网络相连，而另一些则被阻止形成这种真菌连接。为了确保信号不仅仅是在土壤中扩散，研究人员使用了不同类型的网状屏障。有些网的网眼非常小，植物根系和真菌菌丝无法通过，但水分和小分子可以。而另一些屏障则阻挡了一切。他们在每组中的一株“供体”植物上引入了蚜虫（一种吸食汁液的微小昆虫）。接下来的部分非常奇妙。通过真菌网络与供体植物相连的邻近植物，很快就开始产生防御性的“挥发性化学物质”（volatile chemicals）。这些挥发物有两个作用：它们能驱逐蚜虫，还能吸引蚜虫的天敌——寄生蜂。而那些与网络隔离的邻近植物呢？它们根本没有产生任何防御反应。它们完全不知道危险即将来临。 学生：哇，所以相连的植物基本上是提前得到了警告。但是这种信号传递会消耗植物的能量吗？ 教授：问得好。在捕食者到来之前就激活防御——我们称之为“预警准备”（priming）的过程——确实需要消耗代谢能量。植物必须把用于生长的资源转移到制造这些防御性化学物质上。然而，与任由蚜虫泛滥造成的巨大损失相比，这种能量消耗是非常值得的。这是一个经典的进化权衡。通过在早期投入少量能量，植物确保了自身的生存。现在，这种地下交流不仅仅是一个友好的邻里警报系统。它还带来了一些问题：植物是在主动帮助它们的亲属，还是真菌自身为了保护向其提供碳源的宿主植物，从而主导了这种交流。

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

中文翻译

（与第6题共享。）[第7题] 根据教授的说法，什么是公共菌根网络（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.

中文翻译

（与第6题相同。）[第8题] 根据教授提到的研究，接收到警报的豆类植物所产生的挥发性化学物质有哪两个作用？请选择两个答案。

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

中文翻译

（与第6题共用。）[第9题] 教授为什么要提到实验中使用的网格屏障具有不同的孔径？

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

中文翻译

（与第6题图文相同。）[第10题] 根据教授的说法，植物进行“启动”（priming）有什么缺点？

(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:

中文翻译

（与第6题共用）[重放：“但是那些与网络隔离的邻近植物呢？它们根本没有产生任何防御反应。它们完全不知道危险即将降临。”]

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?

中文翻译

旁白：听一段学生和学术顾问之间的对话。 学生：您好，万斯老师。谢谢您百忙之中抽空见我。我是英格丽德。我希望您能帮我弄明白我的毕业学分审核情况。我昨天刚在网上查了，上面说我离环境研究专业的毕业学分还差六个。但是……那个，我上学期在哥斯达黎加留学，我以为那些生物学课程可以满足我高年级选修课的要求。 顾问：你好，英格丽德。请坐。我们调出你的档案看看。啊，是的，我在你的成绩单上看到了哥斯达黎加的学分。它们目前被列在页面底部的“公共选修课”一栏。是这样的：当你在国外留学时，教务处会自动将这些学分录入为公共选修课。即使课程名称看起来很像，他们也不会自动将它们与特定的专业要求对应起来。 学生：噢，我明白了。所以这就是为什么这些学分没有计入我的专业。我真的很开始慌了，因为我本该在即将到来的这个春季学期毕业。有什么办法可以解决这个问题吗？还是说我下学期必须再修两门课？那真的会让我的课程表超负荷。 顾问：别担心，你不见得非得再多上课。你需要做的是为你海外修读的两门生物课分别提交一份“课程替代申请表”。基本上，这份表格是要求环境研究系主任正式批准，将你在哥斯达黎加修的课程视同为我们的高年级选修课。一旦他们签字同意，你把表格拿回我这里，我们就会更新你的学分审核情况。 学生：好的，听起来可行。但是……这有截止日期吗？我知道常规的毕业申请下个月截止。 顾问：是的，有截止日期。为了让这些课程能正式计入本次审核周期，签署好的表格必须在周五下午五点前提交到教务处。如果你错过了这个窗口期，你仍然可以提交，但你会被收取45美元的逾期处理费，而且这可能会延迟你的正式毕业审批。 学生：这周五？哇，那……那离现在只有三天了。我必须马上找到系主任佩雷斯博士。我只希望她这周在办公室。 顾问：实际上，佩雷斯博士去参加一个学术会议了，要到周四才回来。但你不需要亲自去见她。你可以把填写好的表格连同哥斯达黎加的课程大纲一起发邮件给她。她可以进行电子签名并用邮件发回给你，或者直接发给我们。不过，我强烈建议你今天就发，这样她一回来就有时间进行审核。 学生：那可太让我松了一口气了。我的电脑里还保存着电子版大纲。我马上就填写表格并给她发邮件。非常感谢您为我解释这些！ 顾问：不客气，英格丽德。只要确保这些大纲里有详细的每周课程描述就行，因为各系通常需要通过这些来核实学术严谨性。我现在帮你把表格打印出来，你现在就可以开始了。

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

中文翻译

（与第12题共用音频。）[Q13] 根据指导老师的说法，留学期间所获学分的默认状态是什么？

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

中文翻译

（与第12题共用音频。）[第14题] 关于将教学大纲发送给系主任一事，学业指导老师暗示了什么？

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

中文翻译

（与第12题共用音频。）[第15题] 为什么指导老师会提到45美元的费用？

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

中文翻译

（与第12题共用。）[重放：“别担心，你不一定非得选更多的课。”][第16题] 指导老师为什么说这句话：

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?

中文翻译

旁白：听一段环境科学课上的讲座片段。 教授：今天，我们将深入探讨现代气候模拟中最复杂、坦率地说也是最不确定的变量之一：气溶胶对云的间接影响。我们已经知道，气溶胶——即悬浮在大气中的微小固体颗粒或液体微滴——可以直接反射或吸收射入的太阳辐射。但它们的间接影响——即它们如何改变云层自身的性质——要复杂得多。要理解这一点，我们首先需要了解云凝结核，简称 CCN。云凝结核简单来说就是特定的气溶胶颗粒，水蒸气可以在其上凝结形成云滴。在洁净的大气中，比如在大洋中部上空，云凝结核相对稀缺。因此，当水蒸气凝结时，它会分布在较少数量的颗粒上，从而导致形成数量较少但体积较大的云滴。 教授：但是，当人类活动——如燃烧化石燃料——向空气中排放大量人工气溶胶时，会发生什么呢？显然，我们突然面临浓度高得多的云凝结核。这就引出了我们的第一个重要概念：托米效应（Twomey Effect），也被称为云反照率间接效应。该原理以物理学家肖恩·托米（Sean Twomey）命名，指出在水蒸气总量固定的情况下，气溶胶浓度的增加会导致云层中形成数量更多、体积更小的云滴。因为与较少的大云滴相比，大量的小云滴对射入的太阳光呈现出更大的总表面积，所以云层的反射能力会显著增强，或者……呃，具有更高的反照率。它会将更多的太阳能反射回太空，从而对地球产生冷却效应。 学生：那么……如果这些受污染的云层反射性更强并能让地球降温，这是否意味着气溶胶污染实际上在帮我们缓解全球变暖？ 教授：这是一个很诱人的结论，托马斯，但它是一把双刃剑。虽然它确实暂时掩盖了部分温室效应带来的变暖，但气溶胶在大气中停留的时间远没有二氧化碳那么长。此外，气候系统是高度非线性的。这就引出了我们的第二个概念：阿尔布雷希特效应（Albrecht Effect），或称云寿命间接效应。该概念由大气科学家布鲁斯·阿尔布雷希特（Bruce Albrecht）提出，重点关注这些较小云滴形成之后发生的事情。由于云滴非常微小，它们很难凝聚——也就是说，很难合并形成足够重、能降落的雨滴。结果，降水受到了抑制。因为云层无法通过降雨消散，它们在大气中存在的时间会更长。它们也往往会变得更厚。 教授：为了在现实中观察这一现象，我们可以看看一个非常引人注目的实际现象，即“船迹”（ship tracks）。如果你曾经看过海洋的卫星图像，你可能会看到这些细长的、亮白色的线条穿过低空的海洋层云。这些航迹是由货轮排放的废气羽流形成的。轮船燃料中富含硫的颗粒物充当了极其高效的云凝结核。随着轮船的移动，它们将这些气溶胶注入洁净的海洋空气中，形成了由微小且高反射性云滴组成的线性云。这些船迹是托米效应和阿尔布雷希特效应的直观证据：它们比周围的云更亮，并且由于云滴太小无法形成降雨，它们持续存在的时间也长得多。 教授：然而，在全球尺度上测量这些效应是极其困难的。例如，虽然船迹清楚地展示了局部的冷却作用，但将其推广到全球气候模型中会引入巨大的误差范围。为什么？因为云是极其动态变化的。如果一个云层由于降水受抑而持续时间更长，它也可能由于干燥空气的混合而在边缘蒸发得更快，这一过程被称为夹卷。这种夹卷作用实际上会导致云层在某些条件下收缩，从而抵消冷却效应。因此，当我们试图预测未来五十年的全球气温时，局部船迹中看似简单的冷却机制就变成了一个极难预测的变量。

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

中文翻译

（与第17题共享。）[第18题] 根据教授的说法，纯净环境中的云与污染环境中的云有什么不同？

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

中文翻译

（与第17题共享音频。）[第19题] 教授为什么要对比二氧化碳和气溶胶在大气中的寿命？

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

中文翻译

（与第17题共享。）[第20题] 根据对轮船尾迹的讨论，它们是如何同时体现托米效应和阿尔布雷希特效应的？

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

中文翻译

（与第17题共用音频。）[第21题] 关于云层中的夹卷过程，可以推断出什么？

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

中文翻译

（与第17题共享。）[重放：“托马斯，这个结论确实很有吸引力，但它是一把双刃剑。”] [第22题] 教授为什么要这么说：

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?

中文翻译

旁白：听一段认知心理学课上的讲座片段。 教授：昨天我们讨论了大脑如何组织视觉刺激，但今天我们要将注意力转向认知语言学——具体来说，就是我们如何处理词汇的意义。几十年来，主流观点一直认为语言理解完全是符号化和抽象的。在这种传统模型中，当你读到一个单词时，你的大脑会通过一个独立于身体感官的“心理词典”来对其进行解码。 然而，一种新的范式已经获得了相当大的关注，这就是“具身语义学”（embodied semantics）。具身语义学理论认为，理解语言不仅是一项抽象的认知活动，而且还涉及在脑海中模拟与词汇相关的实际身体感觉或动作。所以，当你听到像“踢”（kick）这样的词时，你的大脑不仅仅是去检索一个抽象的定义。相反，它会微弱地激活前运动皮层——也就是负责规划腿部运动的区域。这就像是你的大脑在对这个动作本身进行一次微型的模拟。 学生：打扰一下，教授。我能理解这对于像“踢”或“抓”这样的具体动作是如何起作用的。但抽象概念呢？我们经常使用像“正义”或者，嗯，“利率”这样的词。我们肯定不会在身体上模拟这些概念吧？ 教授：卢卡斯，这正是具身语义学面临的终极挑战，这也引出了我们的第二个概念：抽象概念映射（abstract conceptual mapping）。在这个过程中，我们通过隐喻的方式将抽象概念映射到具体的身体体验上，从而理解这些概念。以“社会温暖”（social warmth）这一概念为例。我们经常形容一个友善的人很“温暖”，而一个不友善的人很“冷漠”。研究人员发现，这不仅仅是一种比喻。在一项著名的研究中，被要求短暂手捧一杯热咖啡的受试者，对陌生人“温暖”和“值得信赖”程度的评分，明显高于手捧冰咖啡的受试者。温暖的身体感觉实际上启动（或预先激活）了“友善”这一心理概念。所以，是的，即使是抽象的概念，在我们的脑海中似乎也有着身体感知上的“脚手架”作为支撑。 教授：让我们来看看这种身心联系的另一个有力证据：动作-句子相容性效应（Action-Sentence Compatibility Effect），简称 ACE。ACE 是一种心理学现象，即身体反应时间会因身体动作是否与句子含义一致而发生改变。 教授：为了研究这一现象，研究人员让受试者坐在一个按键盒前。他们需要阅读屏幕上的句子，并尽可能快地判断这些句子是否通顺。为了记录答案，他们必须按下按钮。但这里有一个巧妙的设计：在某些测试中，“是”按钮距离他们的身体较远，需要手向外移动；而在另一些测试中，“是”按钮离身体较近，需要手向内移向身体。 教授：现在，想想“他关上了抽屉”这个句子。如果你关上抽屉，你会把它推离自己，对吧？研究人员发现，当受试者读到描述“向外远离身体”的动作的句子时，如果“是”按钮需要他们将手向外移，他们的按键速度会明显更快。如果他们必须把手往回拉才能按下按钮，其反应时间就会明显变慢。 教授：现在，这种效应——呃，等等，让我在这里做一个至关重要的区分——这种延迟并不是因为受试者对句子感到困惑。相反，这是因为运动系统已经“忙于”准备模拟推开的动作，当他们被要求实际将手向内拉时，就产生了一个短暂的思维瓶颈。这种干扰是有力证据，表明我们不仅仅是在一个孤立、抽象的语言空间里处理语言。我们的运动系统也在被积极调动，以帮助我们理解这个世界。

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

中文翻译

（与第23题共用音频。）[Q24] 根据教授的说法，当人听到像“kick”这样具体的动作动词时，大脑中会发生什么？

(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.

中文翻译

（与第23题共享音频。）[Q25] 在关于动作-句子兼容效应（ACE）的研究中，参与者被要求执行哪两项任务？选择2个答案。

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

中文翻译

（与第23题共用听力材料。）[第26题] 教授为什么要讨论受试者手捧一杯咖啡的实验？

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

中文翻译

（与第23题共用音频。）[Q27] 关于在ACE实验中观察到的反应时间延迟，教授暗示了什么？

(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:

中文翻译

（与第23题共用。）[重放：“现在，这种效应——呃，等等，让我们在这里做一个关键的区分——延迟并不是因为被试被句子搞糊涂了。”]