TOEFL 托福 听力原创模拟题 4

NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor. Do you have a few minutes? I wanted to ask you about the draft for our research proposal assignment. PROFESSOR: Sure, Tomas. Come on in. The proposal is due next week, right? How can I help you? STUDENT: Well, I started writing the literature review section, but I have a problem. The prompt says the entire proposal has a strict limit of five pages. Right now, my introduction—I mean, my literature review is already seven pages long, and I haven't even finished the methodology section yet. PROFESSOR: Ah, I see. That is a very common issue. Students often try to summarize every single source they found. For this assignment, you do not need to write a comprehensive history of the topic. Instead, you should only focus on the three most relevant studies that directly support your hypothesis. STUDENT: Oh, so I don't need to describe all ten papers from my bibliography? I spent so much time summarizing them. PROFESSOR: No, you don't. You can keep those ten papers in your bibliography list at the end of the paper, but in the main text, you only need to deeply analyze the three main ones. That will save you a lot of space. STUDENT: That makes sense. That will easily cut out two pages. Um, also, I was wondering about the deadline for the optional rough draft. On the syllabus, it says Friday, but it doesn't list a specific time. PROFESSOR: Right. The optional draft needs to be submitted to the online portal by Friday at 5:00 PM. I need time to read them over the weekend so I can give you feedback by Monday. STUDENT: Friday at 5:00 PM. Got it. I will shorten my literature review tonight and upload it by tomorrow afternoon. PROFESSOR: Excellent. I look forward to reading it, Tomas. [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，教授。您有几分钟空闲时间吗？我想问问关于我们研究计划书作业草稿的事情。 教授：当然可以，托马斯。快进来。计划书是下周交，对吧？我能帮你做些什么？ 学生：是这样的，我开始写文献综述部分了，但遇到了一个问题。作业要求写明了整份计划书有严格的五页篇幅限制。而现在，我的引言——我是说，我的文献综述已经有七页长了，我甚至都还没开始写研究方法部分。 教授：啊，我明白了。这是一个非常常见的问题。学生们经常试图总结他们找到的每一篇文献。对于这次作业，你不需要写出该主题的完整历史。相反，你只需要专注于与你的假设直接相关的三项最核心的研究。 学生：噢，所以我不必描述参考文献列表里的所有十篇论文？我花了很多时间来总结它们。 教授：是的，不用。你可以把这十篇论文留在论文末尾的参考文献列表里，但在正文中，你只需要深入分析其中最主要的三篇。这会帮你省下很多篇幅。 学生：有道理。这样能轻松删掉两页。额，另外，我还想问一下关于提交可选初稿的截止时间。教学大纲上写的是周五，但没有列出具体时间。 教授：对。可选初稿需要在周五下午5:00前提交到在线平台。我需要时间在周末批改，以便周一给你反馈。 学生：周五下午5:00。明白了。我今晚就缩减我的文献综述，并在明天下午之前上传。 教授：太好了。我很期待阅读你的初稿，托马斯。

(Shared with Q1.) [Q2] According to the professor, what should the student do to reduce the length of his paper?

中文翻译

（与第1题共用音频。）[第2题] 根据教授的建议，学生应该如何缩减论文的篇幅？

(Shared with Q1.) [Q3] When must the optional rough draft be submitted?

中文翻译

（与第1题共用音频。）[Q3] 自选提交的初稿最迟必须在什么时候提交？

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

中文翻译

（与第1题共用音频。）[Q4] 关于该学生的参考文献，可以推断出什么？

(Shared with Q1.) [Replay: "Ah, I see. That is a very common issue."] [Q5] Why does the professor say this:

中文翻译

（与第1题共享）[重放：“啊，我明白了。这是一个非常普遍的问题。”] [第5题] 教授为什么要说这句话：

NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Good morning, everyone. Today we're diving into marine ecology, specifically focusing on how kelp—which is a large brown alga, not actually a true plant—defends itself against hungry herbivores like sea urchins. Now, terrestrial plants often have physical structures like thorns or tough bark to protect themselves, but kelp doesn't have that option. Instead, it relies on chemical warfare. Let's introduce our first key concept: phlorotannins. Phlorotannins are a specific class of organic compounds produced by brown algae that function as chemical deterrents. Essentially, they make the kelp tissue taste incredibly bitter and, moreover, they bind to proteins in the herbivore's gut, making the kelp very difficult to digest. PROFESSOR: Now, ecologists divide these chemical defenses into two main types. The first is constitutive defenses. These are protective compounds that are always present in the organism at a constant, baseline level, regardless of whether any grazers are around. It’s like keeping your house security system turned on twenty-four hours a day. The second type is induced defenses. These are chemical defenses that are synthesized—or, um, activated—only after the organism experiences actual physical damage from a predator. STUDENT: Professor, wouldn't it be much safer for the kelp to just use constitutive defenses all the time? That way they are always protected. PROFESSOR: That's a reasonable hypothesis, Tomas. But remember, producing these complex chemical compounds requires a lot of metabolic energy. If there are no herbivores around, a kelp plant that constantly produces high levels of phlorotannins is wasting energy that it could otherwise use for growth or reproduction. So, there is an evolutionary trade-off. PROFESSOR: To understand how these defenses operate in nature, researchers conducted an experiment on giant kelp. They simulated grazing by clipping small pieces of the kelp blades—which are the leaf-like structures—to see if this physical damage would trigger an induced defense response. They made sure the water temperature and light conditions were kept completely identical for both groups to avoid any outside variables. And indeed, within three days, the damaged kelp showed a significant increase in phlorotannin production compared to the undamaged control group. PROFESSOR: But here is the fascinating twist. The researchers also noticed that kelp growing near the ocean surface, where sunlight is strongest, consistently maintained very high phlorotannin levels, even when they weren't clipped or grazed. Why would that be? Well, it turns out phlorotannins also absorb ultraviolet radiation, protecting the kelp's cells from DNA damage. So, in shallow water, these chemicals function as a natural sunscreen. In deeper, darker waters, however, the kelp only produces them when actually attacked by urchins. So, the defense strategy is highly flexible, adapting to both biological threats and environmental stress. [Q6] What is the lecture mainly about?

中文翻译

旁白：听一段生物学课堂上的讲座。 教授：大家早上好。今天我们将深入探讨海洋生态学，具体关注海带（它是一种大型褐藻，实际上并不是真正的植物）是如何防御像海胆这样饥饿的草食性动物的。陆生植物通常拥有刺或坚硬的树皮等物理结构来保护自己，但海带却没有这种选择。相反，它依靠的是化学防御。让我们先介绍第一个关键概念：褐藻单宁。褐藻单宁是褐藻产生的一类特定有机化合物，起着化学驱退剂的作用。从本质上讲，它们让海带组织尝起来非常苦，而且还会与草食性动物肠道中的蛋白质结合，使海带变得极难消化。 教授：现在，生态学家将这些化学防御分为两大类。第一种是常备性防御。这些是无论周围是否有捕食者，生物体中都一直以恒定、基础水平存在的保护性化合物。这就像让你家的安保系统一天24小时都保持开启状态。第二种是诱导性防御。这些化学防御只有在生物体受到捕食者造成的实际物理损伤后才会合成，或者说……被激活。 学生：教授，对海带来说，一直使用常备性防御不是安全得多吗？这样它们就能时刻受到保护了。 教授：这是一个合理的假设，托马斯。但请记住，产生这些复杂的化学化合物需要消耗大量的代谢能量。如果周围没有草食性动物，一株持续产生高水平褐藻单宁的海带就会浪费能量，而这些能量本可以用于生长或繁殖。因此，这里存在一种进化上的权衡。 教授：为了了解这些防御机制在自然界中是如何运作的，研究人员对巨藻进行了一项实验。他们通过剪掉巨藻叶片（即类似于叶片的结构）的一小部分来模拟捕食行为，以观察这种物理损伤是否会触发诱导性防御反应。他们确保两组的水温和光照条件完全相同，以避免任何外部变量的干扰。确实，在三天之内，与未受损的对照组相比，受损海带的褐藻单宁产量显著增加。 教授：但这里有一个有趣的转折。研究人员还注意到，生长在阳光最充足的海洋表面附近的海带，即使没有被修剪或啃食，也一直保持着极高的褐藻单宁水平。这是为什么呢？原来，褐藻单宁还能吸收紫外线辐射，保护海带细胞免受DNA损伤。因此，在浅水区，这些化学物质起到了天然防晒霜的作用。然而，在更深、更暗的水域中，海带只有在真正受到海胆攻击时才会产生它们。因此，这种防御策略高度灵活，既能适应生物威胁，也能适应环境压力。

(Shared with Q6.) [Q7] According to the professor, what is one way that phlorotannins affect herbivores?

中文翻译

（与第6题共享。）[第7题] 根据教授的说法，褐藻单宁影响植食性动物的方式之一是什么？

(Shared with Q6.) [Q8] According to the professor, how do constitutive defenses differ from induced defenses? Choose 2 answers.

中文翻译

（与第6题共享。）[第8题] 根据教授的说法，常设性防御与诱导性防御有何不同？请选择2个选项。

(Shared with Q6.) [Q9] Why does the professor mention a home security system?

中文翻译

（与第6题共享。）[第9题] 教授为什么要提到家庭安防系统？

(Shared with Q6.) [Q10] In the experiment described by the professor, why did kelp near the ocean surface maintain high levels of phlorotannins even without grazing?

中文翻译

在教授描述的实验中，为什么靠近海面的海带在没有被啃食的情况下，依然保持着高水平的间苯三酚单宁？

(Shared with Q6.) [Replay: "That's a reasonable hypothesis, Tomas."] [Q11] Why does the professor say this:

中文翻译

“这是一个合理的假设，托马斯。”

NARRATOR: Listen to a conversation between a student and an academic advisor. STUDENT: Hi, Mrs. Gable. Thanks for seeing me. I'm a bit concerned about my graduation audit. I received an automated email saying I'm three credits short of the social sciences requirement for my degree, but... well, I thought my study abroad courses covered that. ADVISOR: Hello, Tomas. Let's look at your file. Yes, I see the program you did in Spain last spring. You took a course called "Mediterranean Cultural History." STUDENT: Right. My advisor back then said it would count toward my major electives or the general social sciences requirement. But on my online portal, it's just listed under "general electives," which doesn't help me graduate this semester. ADVISOR: Ah, I see what happened. General electives are the default category when the registrar's office processes external transcripts, unless a specific course equivalency is established. To move that course into the social sciences category, you need to file a Course Substitution Petition. STUDENT: A Course Substitution Petition? Is that difficult to get approved? ADVISOR: Usually, no, as long as the course content aligns with our department's curriculum. But there is a strict administrative deadline. The petition, along with the official course syllabus from the Spanish university, must be submitted to the department head by November 15th. Today is already November 1st, so you have exactly two weeks. STUDENT: Two weeks... okay. I think I can find the syllabus. I saved all my digital files from that semester. But what if the syllabus is in Spanish? Do I need to get it officially translated? ADVISOR: Good question. Fortunately, our department has faculty members fluent in Spanish who can review it directly, so a professional translation isn't necessary. However, you do need to write a brief, one-page personal statement explaining how the course material met the learning objectives of a standard social science class here. STUDENT: That sounds manageable. I can definitely write that tonight. But there's one more thing. I heard from a friend that there's a processing fee for petitions filed in the final semester? ADVISOR: Actually, there's no fee for the petition itself. Your friend might be thinking of the late graduation application fee, which applies if you submit your intent to graduate after the first week of October. Since you already filed your graduation intent on time back in September, you won't owe anything. STUDENT: Oh, what a relief. I was worried I'd have to pay another fifty dollars. ADVISOR: No, you're fine there. Just focus on getting that syllabus and writing your personal statement. Once you fill out the top half of the Course Substitution form—which you can download from our website—bring everything to me. I'll sign off as your advisor, and then we'll route it to the department head. STUDENT: Great. I'll get on that right away. Thanks for clarifying everything! [Q12] Why does the student go to see the advisor?

中文翻译

旁白：听一段学生和学业指导老师之间的对话。 学生：您好，盖布尔老师。谢谢您抽空见我。我对自己的毕业学分审查有点担心。我收到一封系统自动发送的邮件，说我距离毕业要求的社会科学学分还差三个学分，但是……呃，我以为我出国留学的课程已经抵扣这部分学分了。 老师：你好，托马斯。我们来看看你的档案。是的，我看到你去年春天参加的西班牙项目了。你选了一门叫“地中海文化史”的课。 学生：对。我当时的指导老师说，这门课可以算作我的专业选修课或通识社会科学要求。但在我的学生端系统里，它只被列在“自由选修课”下面，这对我本学期毕业没有帮助。 老师：啊，我明白是怎么回事了。教务处在处理校外成绩单时，默认会将课程归为“自由选修课”，除非已经确定了具体的课程等值关系。要将那门课调整到社会科学类别中，你需要提交一份“课程替代申请”。 学生：课程替代申请？这个容易审批通过吗？ 老师：通常不难，只要课程内容符合我们院系的教学大纲就行。但是有一个严格的行政截止日期。申请表以及西班牙大学的官方教学大纲必须在11月15日之前提交给系主任。今天已经是11月1日了，所以你刚好还有两周时间。 学生：两周……好的。我想我能找到教学大纲。我保存了那个学期所有的电子档案。但如果教学大纲是西班牙语的怎么办？我需要找人做官方翻译吗？ 老师：问得好。幸运的是，我们系有精通西班牙语的老师可以直接审核，所以不需要专业翻译。不过，你确实需要写一份一页纸的简短自述，说明这门课的教学内容是如何满足我们学校标准社会科学课程的学习目标的。 学生：这听起来可以搞定。我今晚肯定能写好。不过还有一件事。我听朋友说，在最后一个学期提交申请需要交一笔手续费？ 老师：实际上，申请本身是不收费的。你朋友想到的可能是“逾期毕业申请费”，如果你在10月第一周之后才提交毕业意向，就需要交这笔费用。既然你已经在9月份按时提交了毕业意向，就不需要支付任何费用。 学生：噢，那太好了。我还担心自己得再交50美元。 老师：不用，你这部分没问题。你只需集中精力拿到教学大纲并写好自述。在“课程替代申请表”（可以从我们网站下载）上半部分填好信息后，把所有材料带给我。我会作为你的指导老师签字，然后我们会把材料呈送给系主任。 学生：太好了。我马上就去办。谢谢您帮我解答！

(Shared with Q12.) [Q13] According to the advisor, what must the student submit along with the Course Substitution Petition?

中文翻译

（与第12题共用）根据指导老师的说法，学生在提交课程替代申请时必须同时提交什么？

(Shared with Q12.) [Q14] What can be inferred about the student's eligibility for graduation?

中文翻译

（与第12题共用音频。）[第14题] 关于该学生的毕业资格，可以推断出什么？

(Shared with Q12.) [Q15] Why does the advisor mention that department faculty members are fluent in Spanish?

中文翻译

（与第12题共用。）[第15题] 顾问为什么要提到院系教职工精通西班牙语？

(Shared with Q12.) [Replay: "Oh, what a relief. I was worried I'd have to pay another fifty dollars."] [Q16] Why does the student say this:

中文翻译

“哦，真是松了一口气。我还担心得再付五十美元呢。”

NARRATOR: Listen to part of a lecture in an environmental science class. PROFESSOR: Good morning, everyone. Today, we're diving into paleoclimatology—specifically, how scientists reconstruct past climates using archives preserved deep underground. Now, when people think of climate archives, they usually picture ice cores or tree rings. But caves host some of the most resilient archives we have: speleothems. For those of you who might have forgotten the term from last week's reading, speleothems are secondary mineral deposits formed in caves, primarily stalactites, which hang from the ceiling, and stalagmites, which grow from the ground. PROFESSOR: These structures are made of calcium carbonate, which precipitates out of dripping groundwater. As this water trickles through the soil above a cave, it absorbs carbon dioxide and dissolves limestone. Once it reaches the cave chamber, the sudden drop in carbon dioxide pressure causes the water to, well, release its gas, leading to the precipitation of calcite. Locked within this calcite are oxygen isotopes—specifically, oxygen-18 and oxygen-16. The ratio between these two isotopes acts as a proxy, or a stand-in chemical measurement, for past temperatures and rainfall. STUDENT: Professor, is that ratio always a direct reflection of local temperature? I read that it's pretty straightforward. PROFESSOR: Ah, Amara, that is indeed the ideal scenario. In a perfect world, we would observe what's called equilibrium fractionation. This is a predictable chemical process where oxygen isotopes distribute themselves between the water and the growing calcite based strictly on ambient cave temperature, without any rapid evaporation or degassing messing with the system. Because deep cave temperatures usually match the average annual temperature of the region outside, equilibrium fractionation gives us a beautiful, clean record of historical climate trends. PROFESSOR: But here's the catch—and this is a major focus of current geological research: caves are rarely perfect closed systems. More often than not, we run into kinetic fractionation. Now, kinetic fractionation is a faster, non-equilibrium isotope enrichment process that occurs when rapid carbon dioxide degassing or evaporation takes place on the surface of the growing speleothem. This kinetic effect skews the oxygen-18 ratio, making it look like the region was much colder or drier than it actually was. PROFESSOR: Let's look at a concrete example. Consider a study conducted in a cave system in a semi-arid region of Spain. Researchers were analyzing a stalagmite that grew over a seven-thousand-year period... actually, it was a nine-thousand-year period, but the anomaly occurred around three thousand years ago. They noticed a sudden spike in oxygen-18 levels around that time, which normally indicates a dramatic cooling event or severe drought. However, other regional records—like lake sediments and pollen counts—showed a perfectly stable, warm climate during that exact period. PROFESSOR: So, what happened? Well, the researchers investigated the cave's drip rate—that is, the speed at which water drips from the ceiling onto the stalagmite. It turns out that during a mild, dry spell—not a full-blown drought, mind you... wait, let me rephrase that, it was a period of slightly reduced rainfall, the drip rate slowed down significantly. When the water dripped very slowly, it sat on the tip of the stalactite and on the top of the stalagmite for a much longer time before the next drop fell. This extended exposure allowed for extreme degassing and slight evaporation inside the cave chamber itself. PROFESSOR: This slow drip rate triggered kinetic fractionation. The lighter isotope, oxygen-16, evaporated or escaped into the cave air more readily, leaving behind a calcite layer heavily enriched with the heavier oxygen-18. So, the dramatic spike in oxygen-18 wasn't a signal of a massive regional ice age or a devastating drought. It was simply a localized artifact of a slower drip rate causing kinetic fractionation. PROFESSOR: This discovery was a wake-up call. It demonstrated that we cannot just blindly apply equilibrium equations to every cave sample. To truly validate speleothem records, geologists now have to look at multiple stalagmites from the same cave—a method called the Hendy Test—to see if the isotopic shifts are uniform. If they aren't, kinetic fractionation is likely the culprit, and we have to adjust our climate models accordingly. [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：大家早上好。今天我们要深入探讨古气候学——具体来说，就是科学家如何利用深埋地下的“历史档案”来重建过去的气候。提起气候档案，人们通常会联想到冰芯或树木年轮。但实际上，洞穴中保存着一些最具有韧性的档案：洞穴堆积物。如果有人不记得上周阅读材料里的这个专业术语了，我再解释一下：洞穴堆积物是指在洞穴中形成的次生矿物沉积，主要包括从洞顶悬挂下来的钟乳石和从地面向上生长的石笋。这些结构由碳酸钙组成，是地下滴水沉淀而成的。当水流穿过洞穴上方的土壤时，会吸收二氧化碳并溶解石灰岩。一旦水流进入洞穴内部，由于二氧化碳压力的骤降，水会……怎么说呢，释放出其中的气体，从而导致方解石沉淀。锁在这些方解石中的是氧同位素——具体来说，是氧-18和氧-16。这两种同位素的比值可以作为过去温度和降水量的“代用指标”，也就是一种间接的化学测量手段。 学生：教授，这个比值总是能直接反映当地的温度吗？我读到的资料说这其实挺直接、挺简单的。 教授：啊，阿玛拉，那确实是最理想的情况。在完美的状态下，我们会观察到所谓的“平衡分馏”。这是一个可以预测的化学过程：氧同位素在水和生长中的方解石之间的分配，完全取决于洞穴内的环境温度，期间没有任何快速蒸发或脱气作用来干扰这个系统。由于深部洞穴的温度通常与外部区域的年平均气温相一致，因此平衡分馏能为我们提供一份漂亮、清晰的历史气候趋势记录。 但问题在于——这也是目前地质学研究的一个重中之重：洞穴极少是完美封闭的系统。我们往往会遇到“动力学分馏”。动力学分馏是一种速度更快、处于非平衡状态的同位素富集过程。当正在生长的洞穴堆积物表面发生快速的二氧化碳脱气或蒸发时，就会发生这种现象。这种动力学效应会扭曲氧-18的比值，使数据看起来好像该地区比实际情况要寒冷或干燥得多。 让我们来看一个具体的例子。西班牙一个半干旱地区的洞穴系统曾开展过一项研究。研究人员分析了一根生长了九千年的石笋，异常情况大约发生在三千年前。他们注意到，在那个时期，氧-18的水平突然激增，这在通常情况下意味着发生了剧烈的降温事件或严重的干旱。然而，同一时期的其他区域记录——比如湖泊沉积物和花粉普查——却显示当时的气候非常稳定且温暖。 那么，到底发生了什么呢？研究人员调查了洞穴的“滴水速率”——也就是水从洞顶滴落到石笋上的速度。结果发现，在一段降水量稍微减少的时期，滴水速率明显放缓了。当水滴落得很慢时，它在下一滴水落下来之前，会在钟乳石的尖端和石笋的顶部停留更长的时间。这种长时间的暴露导致洞穴内部发生了极度的脱气和轻微的蒸发。这种缓慢的滴水速率触发了动力学分馏。较轻的同位素（氧-16）更容易蒸发或逃逸到洞穴空气中，从而留下了一个富含较重同位素（氧-18）的方解石层。因此，氧-18的急剧增加并不是区域性大冰期或毁灭性干旱的信号。它仅仅是由于滴水变慢导致动力学分馏而产生的局部虚假现象。 这一发现敲响了警钟。它表明我们不能盲目地将平衡方程套用到每一个洞穴样本上。为了真正验证洞穴堆积物的记录，地质学家现在必须研究同一洞穴中的多根石笋——这种方法被称为“亨迪测试（Hendy Test）”——以观察同位素的变化是否一致。如果不一致，动力学分馏很可能就是罪魁祸首，而我们也必须相应地调整我们的气候模型。

(Shared with Q17.) [Q18] According to the professor, what is equilibrium fractionation?

中文翻译

（与第17题共享音频。）[第18题] 根据教授的说法，什么是平衡分馏？

(Shared with Q17.) [Q19] Why does the professor mention lake sediments and pollen counts in Spain?

中文翻译

（与第17题共享。）[第19题] 教授为什么提到西班牙的湖泊沉积物和花粉统计？

(Shared with Q17.) [Q20] Based on the lecture, how does a slower drip rate in a cave affect the isotopic composition of a stalagmite?

中文翻译

（与第17题共用音频。）[第20题] 根据讲座内容，洞穴中较慢的滴水速度是如何影响石笋的同位素组成的？

(Shared with Q17.) [Q21] What can be inferred about the Hendy Test mentioned at the end of the lecture?

中文翻译

（与第17题共享音频。）[第21题] 关于讲座末尾提到的Hendy测试，可以推断出什么？

(Shared with Q17.) [Replay: "during a mild, dry spell—not a full-blown drought, mind you... wait, let me rephrase that, it was a period of slightly reduced rainfall"] [Q22] Why does the speaker say this:

中文翻译

（与第17题共用。）[重放：“在一段温和、干燥的时期——请注意，并不是完全意义上的干旱……等等，让我重新组织一下语言，那是一段降雨量略微减少的时期”]

NARRATOR: Listen to part of a lecture in a linguistics class. PROFESSOR: Good morning, everyone. Today, we are going to explore how the human mind conceptualizes something, uh, incredibly abstract... time. Since we cannot see or touch time, we rely heavily on spatial metaphors to talk about it. In cognitive linguistics, this mapping of spatial concepts onto temporal ones is central to how we organize our daily lives. To understand this, we need to look at two distinct frameworks: the ego-moving perspective and the time-moving perspective. Let's start with the ego-moving perspective. In this framework, you, the observer, are active. You are moving forward along a timeline towards the future. For instance, when you say, 'We are approaching the end of the semester,' you are conceptualizing yourself as traveling through space towards a stationary event. PROFESSOR: Conversely, in a time-moving perspective, the observer is stationary, and time is viewed as a river flowing past them, or perhaps a conveyor belt. The events themselves are moving. So, if you say, 'The holidays are rushing toward us,' you are employing a time-moving perspective. The event is active, and you are passive. Now, these aren't just poetic ways of speaking; they reflect deep-seated cognitive structures. A classic experiment illustrates this beautifully. Participants were asked a deceptively simple question: 'Next Wednesday's meeting—sorry, next Wednesday's... yes, meeting—has been moved forward two days. What day is the meeting now?' Think about that for a second. If you operate from an ego-moving perspective, you see yourself moving forward along the timeline. Moving an event 'forward' means pushing it further along your path of motion. So, you would answer... Friday. But, if you use a time-moving perspective, time is coming toward you. Moving an event 'forward' means moving it closer to you—into the oncoming flow of time. In that case, the meeting is moved to Monday. PROFESSOR: What is fascinating is that we can actually influence which perspective people use through a process called temporal priming. This is when exposure to a spatial task biases how a person subsequently interprets temporal events. In a well-known study, researchers had participants perform simple physical actions before answering the meeting question. One group was asked to fly a flight simulator—which involves moving forward through space—while another group watched a landscape roll past them on a screen, where they felt stationary while the world moved. STUDENT: Wait, so... the people flying the simulator, did they answer 'Friday' more often because they felt like they were moving forward? PROFESSOR: Exactly. Those who simulated active forward movement were significantly more likely to adopt the ego-moving perspective and answer Friday. Conversely, those who watched the landscape roll past—experiencing passive observation of movement—opted for Monday. This suggests that our immediate physical or, uh, visual experiences prime specific cognitive tracks. PROFESSOR: Now, we must be careful here. It is tempting to assume that these priming effects are absolute, or that people are permanently locked into one perspective. They aren't. In everyday life, we seamlessly switch between these viewpoints depending on context, conversational cues, or even our emotional state. For example, some research suggests that when people feel in control of their schedules, they lean toward ego-moving language, whereas when they feel overwhelmed by deadlines, they default to time-moving language, feeling as though events are, well, crashing down upon them. So, these cognitive frameworks are highly dynamic, adapting to both our physical actions and our psychological states. [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，我们将探讨人类大脑是如何概念化某种……呃，极其抽象的事物的——那就是时间。既然我们无法看到或触摸时间，我们就极大地依赖空间隐喻来讨论它。在认知语言学中，这种将空间概念映射到时间概念上的做法，对于我们如何组织日常生活至关重要。为了理解这一点，我们需要研究两个不同的框架：“自我移动视角”和“时间移动视角”。让我们先从“自我移动视角”开始。在这个框架中，作为观察者的你是主动的。你正沿着时间线向着未来前进。例如，当你说“我们正临近学期末”时，你是在将自己概念化为在空间中旅行，走向一个静止的事件。 教授：相反，在“时间移动视角”中，观察者是静止的，而时间被视为流经他们的河流，或者传送带。事件本身是在移动的。因此，如果你说“假期正向我们奔来”，你就是在使用“时间移动视角”。事件是主动的，而你是被动的。现在，这些并不仅仅是诗意的表达方式，它们反映了根深蒂固的认知结构。一个经典的实验极好地说明了这一点。实验人员向参与者提出了一个看似简单的问题：“下周三的会议——抱歉，下周三的……对，会议——向前移动（moved forward）了两天。现在会议是星期几？”思考一下。如果你从“自我移动视角”出发，你会看到自己沿着时间线向前移动。将一个事件“向前”移动意味着把它推得更远，顺着你的运动路径。所以，你的回答会是……周五。但是，如果你使用“时间移动视角”，时间正在朝你走来。将一个事件“向前”移动意味着让它离你更近——进入迎面流来的时间里。在这种情况下，会议就被移到了周一。 教授：令人兴奋的是，我们实际上可以通过一个被称为“时间启动效应”的过程来影响人们使用哪种视角。也就是当接触空间任务时，会偏向性地影响一个人随后如何解释时间事件。在一项著名研究中，研究人员让参与者在回答会议问题之前，先进行简单的身体动作。一组被要求操作飞行模拟器——这涉及在空间中向前移动；而另一组则看着屏幕上掠过的风景，感觉自己是静止的而世界在移动。 学生：等等，所以……那些操作模拟器的人，是不是更经常回答“周五”，因为他们觉得自己在向前移动？ 教授：没错。那些模拟主动向前移动的人，明显更有可能采用“自我移动视角”并回答周五。相反，那些看着风景掠过的人——体验着对运动的被动观察——则选择了周一。这表明，我们眼前的身体或，呃，视觉体验会启动特定的认知路径。 教授：现在，我们在这里必须小心。我们很容易假设这些启动效应是绝对的，或者人们永久地锁死在某一种视角中。事实并非如此。在日常生活中，我们会根据语境、对话线索、甚至我们的情绪状态，在这些视角之间无缝切换。例如，一些研究表明，当人们觉得能够掌控自己的日程时，他们更倾向于使用“自我移动”语言；而当他们被截止日期压得喘不过气来时，他们会默认使用“时间移动”语言，感觉事件仿佛，好吧，正向他们砸过来。因此，这些认知框架是非常动态的，能适应我们的身体行为和心理状态。

(Shared with Q23.) [Q24] According to the professor, how does a person using a time-moving perspective view themselves in relation to time?

中文翻译

（与第23题共用文本。）[第24题] 根据教授的观点，采用“时间运动视角”的人如何看待自身与时间的关系？

(Shared with Q23.) [Q25] According to the lecture, which of the following tasks were performed by participants in the temporal priming experiment? Choose 2 answers.

中文翻译

(与第23题共享。) [第25题] 根据讲座，在时间启动实验中，被试执行了以下哪些任务？选择2个答案。

(Shared with Q23.) [Q26] Why does the professor mention the "Next Wednesday's meeting" question?

中文翻译

（与第23题共用。）[第26题] 教授为什么要提到“下周三会议”这个问题？

(Shared with Q23.) [Q27] What can be inferred from the professor's discussion of emotional states and scheduling?

中文翻译

（与第23题共用文本。）[第27题] 根据教授对情绪状态和日程安排的讨论，可以推断出什么？

(Shared with Q23.) [Replay: "Now, we must be careful here. It is tempting to assume that these priming effects are absolute, or that people are permanently locked into one perspective. They aren't."] [Q28] Why does the speaker say this:

中文翻译

不过，我们在这里必须要注意。人们很容易认为这些启动效应是绝对的，或者认为人们会永久地局限于某一种视角。事实并非如此。