TOEFL 托福 听力原创模拟题 7

NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor. Thank you for meeting with me during your office hours today. I wanted to talk about my draft proposal for the environmental science paper on urban bee populations. I am having some trouble with the assignment guidelines. PROFESSOR: Hello, Sofia. It is good to see you. Yes, I read your draft proposal, and your topic on urban bees is excellent. What exactly is the trouble you are having with the guidelines? STUDENT: Well, it is the page limit. Right now, my draft is eight pages long. But the project guidelines say the final paper must be exactly five pages. I am really worried because I do not know what I should cut out. Also, uh, I mean, I wanted to ask if the bibliography counts as part of those five pages. PROFESSOR: Ah, I see. That is a very common question. Let me reassure you: the bibliography does not count toward the five-page limit. That page is extra. But without the bibliography, your main text is still seven pages, which is still too long. STUDENT: Yes, that is true. It is still seven pages. I wrote a very long introduction to explain the history of urban beekeeping, and that section alone took three pages. I thought it was important to give all that background. PROFESSOR: I understand. Background history is interesting, but for a short proposal, you only need a brief summary. First, you should focus on your specific research question. Next, you need to explain your methods. My advice is to cut your introduction down to just one page. That will instantly save you two pages and bring you to the limit. STUDENT: Oh, that makes a lot of sense. If I shorten the introduction to one page, the rest of my paper will fit perfectly. I want to make sure I get it right. Can I still email you the new version before the final deadline on Friday? PROFESSOR: Yes, absolutely. Please email it to me by Thursday morning. That way, I will have time to look at it and give you some quick feedback before you submit the final version on Friday afternoon. STUDENT: That is perfect. I will work on shortening the introduction tonight and send it to you tomorrow. Thank you so much for your help! [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：教授您好。谢谢您今天在答疑时间抽空见我。我想和您聊聊我那篇关于城市蜜蜂种群的环境科学论文的提案初稿。我在写作要求上遇到了一些困难。 教授：你好，索菲亚。很高兴见到你。是的，我看了你的提案初稿，你关于城市蜜蜂的选题非常好。你在写作要求上具体遇到了什么困难？ 学生：嗯，是篇幅限制的问题。目前我的初稿有八页长，但项目要求写明最终论文必须正好是五页。我真的很担心，因为我不知道该删掉哪些内容。另外，呃，我是说，我想问一下文献目录算在这五页里吗？ 教授：啊，我明白了。这是一个非常普遍的问题。我可以明确地告诉你：文献目录不计入五页的限制内，那一页是算在外的。不过，即便不加文献目录，你的正文也还有七页，这依然太长了。 学生：是的，确实如此，还是有七页。我写了很长的一段引言来解释城市养蜂的历史，光是那一部分就占了三页。我当时觉得提供这些背景信息很重要。 教授：我理解。历史背景确实很有趣，但对于一篇简短的提案，你只需要一个简要的概述。首先，你应该专注于你具体的科研问题。其次，你需要解释你的研究方法。我的建议是将你的引言缩减到只有一页。这样能立刻省下两页，让你达到页数要求。 学生：噢，这非常有道理。如果我把引言缩减到一页，我论文的其余部分就完全符合要求了。我想确保万无一失。在周五的最终截止日期前，我还可以把新版本发邮件给您看吗？ 教授：当然可以。请在周四上午之前发邮件给我。这样我才有时间看一下，并在你周五下午提交最终版本之前给你一些快速的反馈。 学生：太棒了。我今晚就着手缩减引言，明天发给您。非常感谢您的帮助！

(Shared with Q1.) [Q2] According to the professor, what is true about the bibliography?

中文翻译

（与第1题共用音频。）[第2题] 根据教授的说法，关于参考文献目录，下列哪项是正确的？

(Shared with Q1.) [Q3] What does the professor advise the student to do with her introduction?

中文翻译

（与第1题共用听力材料。）[第3题] 教授建议学生对她的论文引言部分做怎样的修改？

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

中文翻译

（与第1题共用）[Q4] 关于该学生的研究计划，可以推断出什么？

(Shared with Q1.) [Replay: "Yes, I read your draft proposal, and your topic on urban bees is excellent."] [Q5] Why does the professor say this:

中文翻译

是的，我看了你的开题报告草稿，你关于城市蜜蜂的选题非常好。

NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Yesterday we discussed how animals use scent or calls to recognize their relatives. Today, we're shifting our focus to the plant kingdom. It might sound surprising, but plants also exhibit what we call kin recognition. This is the ability of an organism to distinguish between close genetic relatives and unrelated individuals of the same species. For a long time, scientists thought plants just competed blindly with any neighbor for resources like water and light. But recent studies show they can actually identify their siblings—seeds from the same mother plant—and act cooperatively. Now, how do they do this without eyes or ears? The answer lies underground, primarily through root exudates. Root exudates are chemical compounds—like sugars, amino acids, and other metabolites—that roots secrete into the surrounding soil. Think of these exudates as a chemical signature, unique to each plant's genetic makeup. Yes, Lukas? STUDENT: So, if a plant detects a sibling's chemical signature, how does it react? Does it stop growing? PROFESSOR: Not exactly. Instead of stopping growth entirely, it modifies its resource allocation. In a famous experiment with a beach plant called the sea rocket, when plants were potted with strangers, they aggressively grew more roots to compete for nutrients. But when potted with siblings, they restricted their root growth. They, uh, they shared the space rather than trying to crowd each other out. But it gets even more sophisticated in forest ecosystems, thanks to common mycorrhizal networks, or CMNs. CMNs are underground webs of fungal threads that physically connect the root systems of multiple plants. These fungi trade soil nutrients for plant sugars. But here's the fascinating part: older 'mother trees' use these fungal networks to recognize and support their own offspring. In Douglas fir forests, researchers tracked isotopes and found that mature trees preferentially channel carbon and defense signals through the CMN to seedlings that are their direct kin, while offering far less support to unrelated seedlings of the exact same species. Now, some skeptics might say, 'Well, maybe the fungi are choosing where to send the nutrients, not the trees.' And that's a fair point. But experiments where fungal variables were controlled still showed that the mother tree actively regulates its resource distribution based on genetic relatedness. This challenges our traditional view of forests as purely competitive battlegrounds. Instead, they operate more like complex, cooperative family networks. [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：昨天我们讨论了动物是如何利用气味或叫声来识别亲属的。今天，我们将注意力转向植物界。这听起来可能令人惊讶，但植物也表现出我们所说的“亲缘识别”（kin recognition）。这是指生物体区分亲近的基因亲属与同物种中无亲缘关系个体的能力。长期以来，科学家们一直认为植物只是为了水分和阳光等资源，与身边的任何邻居进行盲目竞争。但最近的研究表明，它们实际上能够识别自己的“兄弟姐妹”——即来自同一株母体植物的种子——并采取合作行为。那么，在没有眼睛和耳朵的情况下，它们是如何做到这一点的呢？答案就在地下，主要是通过根系分泌物（root exudates）。根系分泌物是根部向周围土壤分泌的化学化合物，比如糖类、氨基酸和其他代谢产物。你可以把这些分泌物看作是一种化学特征（chemical signature），对每株植物的基因组成来说都是独一无二的。请说，卢卡斯？ 学生：那么，如果一株植物检测到了兄弟姐妹的化学特征，它会做出什么反应？它会停止生长吗？ 教授：不完全是。它并没有完全停止生长，而是改变了其资源分配。在针对一种名为海火箭（sea rocket）的沙滩植物进行的著名实验中，当它们与“陌生”植物种在同一个花盆里时，它们会富有攻击性地长出更多根系来竞争养分。但当与“兄弟姐妹”种在一起时，它们会限制根部的生长。它们，呃，它们共享了空间，而不是试图把对方排挤出去。但在森林生态系统中，由于公共菌根网络（common mycorrhizal networks，简称 CMNs）的存在，这种行为变得更加复杂。CMNs 是由真菌菌丝组成的地下网络，它将多株植物的根系物理连接在一起。这些真菌用土壤中的养分来交换植物的糖分。但最奇妙的部分在于：年长一些的“母树”（mother trees）会利用这些真菌网络来识别并支持自己的后代。在花旗松（Douglas fir）森林中，研究人员通过追踪同位素发现，成年树木会优先通过 CMN 将碳和防御信号输送给与自己有直接亲缘关系的幼苗，而对同物种但无亲缘关系的幼苗提供的支持则少得多。现在，一些持怀疑态度的人可能会说：“好吧，也许是真菌在选择把养分送到哪里，而不是树木。”这是一个合理的观点。但在控制了真菌变量的实验中，结果依然表明母树会根据基因亲缘关系主动调节其资源分配。这挑战了我们对森林的传统看法，即森林是纯粹的竞争战场。相反，它们的运作更像是一个复杂且富有合作精神的家族网络。

(Shared with Q6.) [Q7] According to the professor, what are root exudates?

中文翻译

（与第6题共用。）[第7题] 根据教授的说法，什么是根系分泌物？

(Shared with Q6.) [Q8] According to the lecture, in what ways do mature Douglas fir trees cooperate with their kin? Choose 2 answers.

中文翻译

（与第6题共用音频。）[第8题] 根据讲座内容，成熟的花旗松通过哪些方式与其亲缘植物进行合作？请选择2个选项。

(Shared with Q6.) [Q9] Why does the professor mention the perspective of skeptics regarding fungal networks?

中文翻译

（与第6题共享音频。）[第9题] 教授为什么要提到怀疑论者对真菌网络的看法？

(Shared with Q6.) [Q10] What did researchers observe when sea rocket plants were potted with unrelated plants?

中文翻译

（与第6题共用音频。）[Q10] 当滨芥与无亲缘关系的植物种植在同一花盆中时，研究人员观察到了什么？

(Shared with Q6.) [Replay: "They, uh, they shared the space rather than trying to crowd each other out."] [Q11] Why does the speaker say this:

中文翻译

（与第6题共享。）[重放：“它们，呃，它们共享了空间，而不是试图把彼此排挤出去。”] [第11题] 说话者为什么要这样说？

NARRATOR: Listen to a conversation between a student and a registrar's office administrator. STUDENT: Hi there. I'm hoping you can help me with my graduation audit. I received an email saying I'm three credits short of the requirement for my bachelor's degree in environmental science, but... well, I'm pretty sure I have enough. STAFF: Hello. Let's take a look. What is your student ID number? ... Okay, Sofia. I see your record here. According to the system, you have 117 completed credits, and you need 120 to graduate. Are you currently enrolled in any other classes? STUDENT: Yes, I'm taking 15 credits this semester, which should bring me to, uh, wait, 132 total. But the audit says I only have 117 completed, which doesn't include the internship I did last summer. That was supposed to be worth three credits. STAFF: Ah, the summer internship. Did you register that with the department before you started? STUDENT: Yes, I did. My advisor, Professor Evans, approved it. I have the signed approval form right here, actually. STAFF: Okay, that's the pre-approval. But to actually get those credits on your transcript, you needed to submit a completed Internship Credit Validation Form—that's Form 402—along with a brief evaluation from your internship supervisor. Our deadline for submitting summer credit validation forms was October 15th. Today is, let's see, November 10th. So that's why it's not showing up. STUDENT: Oh, no. I thought... I thought Professor Evans would submit it directly to you once I emailed her my supervisor's evaluation. I didn't realize I had to submit a separate form myself. Is it too late to get those credits? I really need them to graduate in the spring. STAFF: Don't worry, it's not impossible to fix. You can still submit the form late, but you'll have to file a late-submission petition. It requires a signature from your department chair—not just your advisor—and there is a forty-five dollar late fee. STUDENT: Forty-five dollars? That's... well, I guess I don't have much of a choice. How long does the petition take to process? STAFF: Usually about two weeks once we receive all the paperwork and the payment. Since your graduation isn't until the end of the spring term, we have plenty of time. But I'd recommend getting that department chair's signature as soon as possible, because they can be hard to track down during midterms. STUDENT: Right, Dr. Ramirez is usually very busy. I'll head over to her office right now to see if she's in. Where do I get Form 402 and the petition form? STAFF: You can download both of them from our office website under the 'Student Forms' tab. Just print them out, get the signature, and bring them back here with the payment. We accept cards or student account billing. STUDENT: Great. Thank you so much for clarifying this. I was really panicking. STAFF: You're welcome. We'll get it sorted out. [Q12] Why does the student go to see the registrar's office administrator?

中文翻译

旁白：听一段学生和教务处工作人员之间的对话。 学生：你好。我希望你能帮我看看我的毕业审核。我收到一封邮件说，我距离获得环境科学学士学位还差三个学分，但是……嗯，我很确定我的学分是够的。 工作人员：你好。我们来看看。你的学号是多少？……好的，索菲亚。我看到你的记录了。系统显示，你已修满117个学分，而毕业需要120个学分。你目前还选了其他课吗？ 学生：是的，这学期我选了15个学分的课，加起来总共应该是，呃，等等，132个学分。但审核报告上说我只修满了117个学分，这并没有算上我去年夏天做的实习。那次实习应该有三个学分。 工作人员：啊，暑期实习。在开始之前，你在系里登记过吗？ 学生：登记过。我的导师埃文斯教授批准了。实际上，签字的批准表就在我这儿。 工作人员：好的，那是预先批准。但要真正把这些学分记入你的成绩单，你需要提交一份填写完整的《实习学分确认表》——也就是402号表格，以及一份你实习主管的简短评价。我们提交暑期学分确认表的截止日期是10月15日。今天是，让我看看，11月10日。所以这就是为什么学分没有显示。 学生：啊，糟糕。我以为……我以为我把主管的评价发给埃文斯教授后，她会直接提交给你们。我没想到我自己还得单独提交一份表格。现在拿这些学分还来得及吗？我下学期春天真的需要这些学分才能毕业。 工作人员：别担心，这并不是无法解决。你仍然可以逾期提交表格，但你必须提出逾期提交申请。这需要你们系主任的签字——不仅是你的导师，而且还要交45美元的滞纳金。 学生：45美元？这……好吧，我想我没太多选择。申请处理需要多长时间？ 工作人员：通常在我们收到所有材料和费用后，大约需要两周时间。既然你到春季学期结束才毕业，我们还有充裕的时间。但我建议你尽快去找系主任签字，因为在期中考试期间很难找到他们。 学生：对，拉米雷斯博士通常非常忙。我现在就去她办公室看看她在不在。我在哪里可以下载402号表格和申请表？ 工作人员：你可以从我们办公室网站的“学生表格”栏目下载这两份表格。打印出来，拿到签字，然后带上费用交回这里。我们接受刷卡或记入学生账户。 学生：太好了。非常感谢您帮我澄清这件事。我刚才真的很慌。 工作人员：不用客气。我们会解决好的。

(Shared with Q12.) [Q13] According to the administrator, why are the student's internship credits missing from her audit?

中文翻译

（与第12题共用音频。）[Q13] 根据教务人员的说法，为什么该学生的学业审核中缺少了实习学分？

(Shared with Q12.) [Q14] What can be inferred about the department chair, Dr. Ramirez?

中文翻译

（与第12题共用音频）[第14题] 关于系主任拉米雷斯博士，可以推断出什么？

(Shared with Q12.) [Q15] Why does the administrator mention October 15th?

中文翻译

（与第12题共用。）[第15题] 管理员为什么要提到10月15日？

(Shared with Q12.) [Replay: "Forty-five dollars? That's... well, I guess I don't have much of a choice."] [Q16] Why does the student say this:

中文翻译

（与第12题共用。）[重放：“45美元？这……好吧，看来我没得选了。”]

NARRATOR: Listen to part of a lecture in a geophysics class. PROFESSOR: Today, we're venturing into a branch of geophysics that bridges meteorology and seismology, focusing on a phenomenon known as a cryoseism—often colloquially referred to as a frost quake. Now, unlike tectonic earthquakes, which are driven by the movement of tectonic plates deep within the Earth's crust, a cryoseism is a non-tectonic seismic event. It's caused by a sudden, rapid freezing of water-saturated soil or rock. When temperatures plummet rapidly, the water trapped underground freezes. And as we know, water expands when it freezes, which exerts immense hydrostatic pressure on the surrounding frozen ground. When this pressure exceeds the shear strength of the soil or rock, it ruptures violently, producing loud booming sounds and localized ground shaking. STUDENT: So, um, does this happen every winter in cold climates, or does it require very specific conditions? PROFESSOR: An excellent question, Aisha. It actually requires a highly precise sequence of meteorological events. First, you need a lack of significant snow cover. Why? Because snow acts as an insulating blanket. If there's a thick layer of snow, it insulates the soil, keeping it at a relatively stable temperature and preventing the rapid deep freeze needed. Second, you need saturated soil—usually from a recent rainstorm or rapid snowmelt—followed immediately by what we call thermal contraction cracking. This is a process where a sudden, extreme drop in temperature—say, a plunge of thirty degrees Celsius within a single day—causes the top layer of soil to rapidly contract and split. This split allows water to seep deeper and freeze almost instantaneously. PROFESSOR: To illustrate this, let's look at a well-documented case from early 2014 in the Great Lakes region. In January of that year, a sudden shift in the polar vortex brought unprecedented arctic air to areas that had just experienced unseasonably warm rain. The ground was completely saturated, and there was virtually no snow cover to protect it. Within twelve hours, temperatures dropped from above freezing to nearly minus twenty-five degrees—uh, actually, it was minus twenty-eight degrees, but the point is the extreme drop. Residents reported hearing loud, explosive booms—some even thought trees were falling on their roofs or that gas lines were exploding. Seismologists analyzed the data and found that these events had incredibly shallow focal depths—literally within the top few meters of the soil. This extremely shallow depth is a key distinguishing feature of cryoseisms. PROFESSOR: Another related concept here is cryoseismic frost-heaving, which is the localized upward displacement of soil that occurs during these rapid freeze-thaw cycles. In the 2014 event, this heaving actually cracked driveways and displaced road signs. Now, because these events are so localized and shallow, their seismic waves decay very quickly. This means while someone standing a hundred meters away might feel a violent jolt and hear a deafening bang, a standard seismic station ten kilometers away might barely register it. And that, of course, presents a major challenge for geophysicists trying to map these occurrences. They have to rely heavily on citizen science—on-the-ground reports from the public—to supplement their instrument data. [Q17] What is the lecture mainly about?

中文翻译

旁白：听一段地球物理学课上的讲座。 教授：今天，我们要探讨地球物理学的一个分支，它连接了气象学和地震学，重点关注一种被称为“冰震”（cryoseism）的现象——在通俗口语中通常被称为“霜震”（frost quake）。与由地壳深部板块运动驱动的构造地震（tectonic earthquakes）不同，冰震是一种非构造性的地震事件。它是由饱含水分的土壤或岩石突然快速冻结引起的。当气温骤降时，被困在地下深处的水就会结冰。众所周知，水结冰时体积会膨胀，这会对周围的冻土产生巨大的静水压力。当这种压力超过土壤或岩石的抗剪强度时，它就会剧烈破裂，产生巨大的轰鸣声和局部的地面震动。 学生：那么，嗯，这种情况在寒冷气候地区的每个冬天都会发生吗？还是说需要非常特殊的条件？ 教授：问得好，艾莎。实际上，它需要一连串非常精准的气象事件相继发生。首先，地面不能有明显的积雪。为什么呢？因为积雪就像一条保温毯。如果有一层厚厚的积雪，它就会对土壤起到保温作用，使土壤保持在相对稳定的温度，从而阻碍了所需的快速深层冻结。其次，你需要处于饱和状态的土壤——通常是由最近的暴雨或冰雪快速消融造成的——紧接着发生我们所说的“热收缩开裂”（thermal contraction cracking）。在这个过程中，气温突然急剧下降（比如一天之内骤降30摄氏度），导致表层土壤迅速收缩并开裂。裂缝使得水分能够渗入更深的地方，并几乎瞬间结冰。 教授：为了说明这一点，让我们来看一个有详实记录的案例，它发生在2014年初的五大湖地区。那年1月，极地涡旋（polar vortex）的突然转移将前所未有的北极冷空气带到了刚刚经历过反常温暖降雨的地区。地面完全处于饱和状态，且几乎没有积雪保护。在12小时内，气温从零度以上骤降到将近零下25度——呃，实际上是零下28度，但重点在于这种极端的降温幅度。居民们报告听到了巨大的爆炸性轰鸣声——有些人甚至以为是树木倒在屋顶上，或者煤气管道爆炸了。地震学家分析了数据，发现这些事件的震源深度极浅——字面意思就是在土壤表层的几米之内。这种极浅的深度是冰震的一个关键区分特征。 教授：这里另一个相关的概念是“冰震冻胀”（cryoseismic frost-heaving），这是在这些快速冻融循环中发生的局部土壤向上位移。在2014年的事件中，这种冻胀实际上导致了车道开裂和路标移位。现在，由于这些事件非常局限且震源极浅，它们的地震波衰减得非常快。这意味着，虽然站在100米外的人可能会感到剧烈的震动并听到震耳欲聋的巨响，但10公里外标准地震台站可能几乎记录不到任何信号。当然，这给试图绘制这些事件发生图谱的地球物理学家带来了重大挑战。他们不得不严重依赖“公众科学”（citizen science）——即公众的实地报告——来补充他们的仪器数据。

(Shared with Q17.) [Q18] According to the professor, why does a thick layer of snow prevent cryoseisms from occurring?

中文翻译

（与第17题共用音频。）[第18题] 根据教授的说法，为什么厚厚的积雪可以防止冰震的发生？

(Shared with Q17.) [Q19] Why does the professor mention the sound of falling trees and exploding gas lines reported during the 2014 event?

中文翻译

（与第17题共享音频。）[第19题] 教授为什么要提到2014年事件中报告的树木倒塌和天然气管道爆炸的声音？

(Shared with Q17.) [Q20] What is the relationship between thermal contraction cracking and cryoseismic frost-heaving?

中文翻译

（与第17题共用音频。）[Q20] 热收缩开裂与冰震性冻胀之间是什么关系？

(Shared with Q17.) [Q21] What can be inferred about the seismic data recorded during a cryoseism?

中文翻译

（与第17题共享。）[第21题] 关于冰震发生时记录到的地震数据，可以推断出什么？

(Shared with Q17.) [Replay: "And that, of course, presents a major challenge for geophysicists trying to map these occurrences."] [Q22] Why does the speaker say this:

中文翻译

“当然，这给试图绘制这些事件分布图的地球物理学家带来了重大挑战。”

NARRATOR: Listen to part of a lecture in a linguistics class. PROFESSOR: Today, we are going to explore a rather counterintuitive aspect of psycholinguistics—specifically, how we perceive silence in spoken language. When you listen to someone speak, you probably feel like you're hearing a continuous, unbroken stream of sounds, occasionally punctuated by pauses between words. But acoustic measurements show that natural speech is actually riddled with tiny silences. PROFESSOR: Take, for instance, what linguists call stop gaps. A stop gap is a brief period of absolute silence—often lasting just a few milliseconds—that occurs right before we articulate voiceless plosive consonants, like the sound of 'p', 't', or 'k'. During a stop gap, your vocal tract completely blocks the airflow to build up pressure. Now, your brain doesn't register this silence as an empty void in the conversation. Instead, it interprets this micro-pause as a structural cue, recognizing it as the silent preparation phase of the upcoming consonant. If we artificially erase this tiny silence from a recording of the word 'split,' listeners will actually hear the word 'slit' instead. The silence is, quite literally, perceived as part of the consonant itself. PROFESSOR: Now, this brings us to an even more fascinating phenomenon: how our cognitive system actively manages external interruptions in speech. When a sound is completely obliterated by a loud noise, say, a door slamming, we don't just lose that part of the message. Our brain often restores it. This is known as the phonemic restoration effect, where listeners hear a missing speech sound as if it were actually present, provided it is replaced by a louder, non-speech sound like a cough or static. PROFESSOR: But here is the catch. This restoration only occurs if the missing segment is replaced by another sound. If we replace that same speech sound with absolute silence—with a literal gap in the acoustic signal—our brain fails to fill it in. We clearly hear the gap, and the word sounds fractured. Why does this happen? Well, it relates to what cognitive psychologists call acoustic occlusion. This is the perceptual assumption that a louder background sound is merely blocking, or occluding, a continuous underlying signal, rather than the signal itself having stopped. Our auditory system operates on a sort of continuity rule. If there's a loud noise, the brain assumes the speech signal is still there behind the noise, so it reconstructs the missing phonemes using contextual clues. But if there is pure silence during that gap, the brain has no acoustic excuse, so to speak, to assume the signal continued. It knows the speaker actually stopped producing sound. Yes, Aisha? STUDENT: So, wait... does this mean our brain is actually generating the acoustic frequency of the missing sound? Like, do our ears physically process it, or is it purely a mental projection? PROFESSOR: That's an excellent question, Aisha. Neurological studies suggest that the auditory cortex—the part of the brain that processes sound—actually fires in a way that closely mirrors the missing sound. It's not just a cognitive guess or a logical deduction after the fact; the brain genuinely reconstructs the sensory experience of the sound. It literally hears the missing consonant. PROFESSOR: Let's look at a classic experiment conducted by Richard Warren in 1970. He presented participants with a recorded sentence: 'The state governors met with their respective legislatures.' However, he deleted the 's' sound... uh, actually, the first 's' in 'legislatures'... and replaced it with a brief cough. Remarkably, nearly all participants reported hearing the complete word 'legislatures' and couldn't even pinpoint where the cough had occurred. But when the cough was removed and replaced with a silent gap of the exact same duration... well, the illusion vanished. The participants easily identified the gap and struggled to comprehend the word. This shows how crucial that masking sound is. Without it, our brains can't apply the continuity rule, leaving us with a fragmented stream of speech. [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：今天，我们将探讨心理语言学中一个相当违背直觉的方面——具体来说，就是我们如何感知口语中的静音。当你听别人说话时，你可能会觉得你听到的是一连串连续、不断的音频流，偶尔会被词与词之间的停顿所打断。但声学测量表明，自然言语中实际上充斥着微小的静音。 教授：以语言学家所说的“闭止期”为例。闭止期是绝对静音的一小段时间——通常只持续几毫秒——发生在发清塞音（如“p”、“t”或“k”的声音）之前。在闭止期，你的声道会完全阻断气流以积聚压力。此时，你的大脑并不会将这种静音视为对话中的空白。相反，它将这种微小的停顿解释为一种结构性线索，将其识别为即将发出的辅音的无声准备阶段。如果我们人工将单词“split”录音中的这段微小静音抹去，听众实际上听到的会是单词“slit”。毫不夸张地说，这段静音被感知为了辅音本身的一部分。 教授：这引出了一个更迷人的现象：我们的认知系统是如何主动处理言语中的外部干扰的。当一个声音被巨大的噪音（比如关门声）完全掩盖时，我们失去的不仅仅是那部分信息。我们的大脑往往会将其“修复”。这被称为“音素复原效应”，即只要缺失的言语声音被更响亮的非言语声音（如咳嗽声或静电噪音）所替代，听众就能听到这个缺失的声音，仿佛它真的存在一样。 教授：但问题在于，这种复原只有在缺失的部分被另一个声音替代时才会发生。如果我们用绝对的静音——也就是声学信号中字面意义上的空白——来替代同一个言语声音，我们的大脑就无法将其填补。我们能清楚地听到这个空白，单词听起来也是断裂的。为什么会这样？这与认知心理学家所说的“声学遮蔽”有关。这是一种知觉假设，即更响亮的背景声音只是阻挡或遮蔽了连续的底层信号，而不是信号本身停止了。我们的听觉系统遵循一种“连续性规则”。如果有巨大的噪音，大脑会认为言语信号仍然存在于噪音背后，因此会利用上下文线索重构缺失的音素。但如果那个空白期是纯粹的静音，大脑就失去了——可以这么说——假设信号仍在继续的声学借口。它知道说话者实际上已经停止了发声。是的，艾莎？ 学生：那，等一下……这是否意味着我们的大脑实际上生成了缺失声音的声学频率？也就是说，我们的耳朵在物理上处理了它，还是这纯粹是一种心理投射？ 教授：问得好，艾莎。神经学研究表明，听觉皮层（大脑中处理声音的部分）的放电方式实际上与缺失的声音非常接近。这不仅仅是事后的认知猜测或逻辑推理；大脑真实地重构了对该声音的感觉体验。它确实听到了缺失的辅音。 教授：让我们来看看理查德·沃伦在1970年做的一个经典实验。他给参与者播放了一句录好的句子：'The state governors met with their respective legislatures.' 然而，他删掉了“s”音……呃，实际上是“legislatures”中的第一个“s”音，并用一声短暂的咳嗽代替。值得注意的是，几乎所有参与者都报告说听到了完整的单词“legislatures”，甚至无法指出咳嗽发生在哪里。但是，当咳嗽声被去掉，取而代之的是一段相同长度的静音空白时……好吧，这种幻觉就消失了。参与者很容易就识别出了空白，并且很难理解这个单词。这表明遮蔽音是多么重要。没有它，我们的大脑就无法应用连续性规则，从而留给我们断裂的言语流。

(Shared with Q23.) [Q24] According to the professor, what happens when the silent "stop gap" is artificially removed from a recording of the word "split"?

中文翻译

（与第23题共用音频。）[第24题] 根据教授的说法，如果将单词 "split" 录音中无声的“闭塞间隙”（stop gap）人工去除，会发生什么？

(Shared with Q23.) [Q25] According to the professor, what conditions must be met for the phonemic restoration effect to occur? Choose 2 answers.

中文翻译

（与第23题共享音频。）[第25题] 根据教授的说法，要发生音位恢复效应必须满足哪些条件？选择2个答案。

(Shared with Q23.) [Q26] Why does the professor discuss the "continuity rule" used by our auditory system?

中文翻译

（与第23题共享音频。）[第26题] 教授为什么要讨论我们听觉系统所使用的“连续性规则”？

(Shared with Q23.) [Q27] What does the professor imply about the brain's reconstruction of missing speech sounds during phonemic restoration?

中文翻译

（与第23题共用文本。） [第27题] 关于在音位恢复过程中大脑对缺失语音的重构，教授暗示了什么？

(Shared with Q23.) [Replay: "But if there is pure silence during that gap, the brain has no acoustic excuse, so to speak, to assume the signal continued."] [Q28] Why does the speaker say this:

中文翻译

但如果那个间隔期间是完全的静音，大脑就失去了所谓的‘声学借口’，无法去假定信号仍在继续。