Animal Play托福听力原文翻译及问题答案

Animal Play托福听力原文翻译及问题答案

一、Animal Play托福听力原文：

NARRATOR:Listen to part of a lecture in an animal behavior class.

FEMALE PROFESSOR:All right.I hope you all had a chance to finish the assigned readings about animal play,because I want to spend some time discussing the different viewpoints presented in those articles.Let's start with the play-as-preparation hypothesis.Jerry,can you explain it?MALE STUDENT:Yeah,Play-as-preparation.Young animals play in order to get really good at certain specific things they will need to do when they are adults,things like chasing,pouncing,climbing.In other words,they play in order to practice survival skills,like movements used in hunting and fighting.That hypothesis makes a lot of sense,like,maybe the most sense of all the theories we read about.

FEMALE PROFESSOR:And what leads you to that conclusion?

MALE STUDENT:Well,like wolves,the young pups,they fight a lot and bite,you know,not to hurt each other,but...It just seems obvious why those wolf pups play like that.It gives them practice with skills that will make them better hunters or fighters as adults.

FEMALE STUDENT:Oh,I don't know about that.I mean,some of the things a young animal does while playing are totally different from the things they'll do as an adult.There was a really good example in the second article--I can't remember what it is called exactly–uh,self-...FEMALE PROFESSOR:Self-handicapping?FEMALE STUDENT:Right...Self-handicapping.Like during a fake fight,a play fight,if one of the animals is winning,the winning animal might just stop and give up its advantage.

FEMALE PROFESSOR:Yes.And often it shifts to a submissive posture too.Of course self-handicapping hardly ever happens in a real fight.Because in a real fight,well,the point is to win.So,this self-handicapping,it is important to take this into account before just deciding to go with that first explanation.And in fact,there really isn't much in the way of solid experimental evidence to support the play-as-preparation hypothesis.FEMALE STUDENT:What about the other one...The flexibility hypothesis?FEMALE PROFESSOR:Ah,yes.Let's talk about that.As you say,play is much more than just pretend fighting or practicing other adult behaviors.Apparently,it also contributes to the development of a brain that's flexible,a brain that's quickly able to get a handle on unfamiliar situations.This notion,the flexibility hypothesis,well,many of my colleagues find it quite persuasive.

FEMALE STUDENT:So,like with kids,a little kid might play a game with a friend,and then they might race each other across the field.So they are switching from one type of play to another.There's a lot of variety?I mean,they are learning to respond to whatever happens?

FEMALE PROFESSOR:Well,that's the general idea.But let's hold off on talking about human behaviors from now.OK.According to the flexibility hypothesis,yes,the diversity,the variety in play can lead to a broader behavioral vocabulary.MALE STUDENT:A broader behavioral vocabulary?Can you explain what that means?FEMALE PROFESSOR:Well,sometimes playing results in an animal doing something it would not normally do.That can lead to the animal learning to adapt,to come up with new behaviors that can help it cope with major problems later on,like staying safe or finding food.FEMALE STUDENT:Yeah.And there was that brain study you had us read about too.FEMALE PROFESSOR:Oh,the one on how play affects development within the brain?FEMALE STUDENT:Right.That's it.About the animals raised in an environment where they did not get opportunities to play?

FEMALE PROFESSOR:Yes.Wasn't the conclusion interesting?That playing literally stimulates growth,creates connections within the brain?We need to do further studies,but...

FEMALE STUDENT:Uh,excuse me,can we go back to play fighting for a minute?I am wondering,can the flexibility hypothesis really explain that?

FEMALE PROFESSOR:Play fighting?Actually,that's something the flexibility hypothesis explains very well.Since play fighting includes variations in speed and intensity,and quick role reversals involved with self-handicapping.An animal that's play fighting is constantly responding to changes.So it's learning to be flexible.

二、Animal Play托福听力中文翻译：

旁白：在动物行为课上听一课。

女教授：好的。我希望你们都有机会完成指定的关于动物游戏的阅读，因为我想花一些时间讨论这些文章中提出的不同观点。让我们从游戏作为准备的假设开始。杰瑞，你能解释一下吗？男学生：是的，作为准备。年幼的动物玩耍是为了真正擅长成年后需要做的特定事情，比如追逐、猛扑、攀爬。换句话说，他们玩游戏是为了练习生存技能，比如狩猎和战斗中的动作。这个假设很有道理，可能是我们读到的所有理论中最有意义的。

女教授：是什么让你得出这个结论的？

男学生：嗯，就像狼一样，幼崽们经常打架咬人，你知道，不是为了伤害对方，而是。。。很明显为什么那些狼崽会这样玩。它让他们练习技能，使他们成年后成为更好的猎人或战士。

女生：哦，我不知道。我的意思是，小动物在玩耍时做的一些事情与成年动物完全不同。第二篇文章中有一个很好的例子——我记不清它到底叫什么了——呃，自我。。。女教授：自我设限？女生：对。。。自我设限。就像在一场假打斗、游戏打斗中，如果其中一只动物获胜，获胜的动物可能会停下来放弃优势。

女教授：是的。而且通常也会变成一种顺从的姿态。当然，在真正的比赛中，自我设限几乎不会发生。因为在真正的战斗中，关键是要赢。所以，在决定采用第一种解释之前，考虑到这种自我妨碍是很重要的。事实上，没有太多可靠的实验证据来支持游戏作为准备的假设。女学生：那另一个呢。。。灵活性假设？女教授：啊，是的。让我们谈谈这个。正如你所说，游戏不仅仅是假装打架或练习其他成人行为。显然，它也有助于发展一个灵活的大脑，一个能够快速处理不熟悉情况的大脑。这个概念，灵活性假设，我的许多同事都觉得它很有说服力。

女生：所以，就像对待孩子一样，一个小孩子可能会和朋友玩游戏，然后他们可能会在球场上比赛。因此，他们正在从一种类型的游戏切换到另一种类型的游戏。有很多种类？我的意思是，他们正在学习对发生的任何事情做出反应？

女教授：嗯，这就是总的想法。但让我们从现在开始暂缓谈论人类行为。好啊根据灵活性假设，是的，游戏中的多样性和多样性可以导致更广泛的行为词汇。男生：更广泛的行为词汇？你能解释一下那是什么意思吗？女教授：嗯，有时玩耍会导致动物做一些它通常不会做的事情。这可以引导动物学会适应，想出新的行为，帮助它以后应对重大问题，如保持安全或寻找食物。女生：是的。还有你让我们读到的大脑研究。女教授：哦，关于游戏如何影响大脑发育的那个？女学生：对。就是这样。关于在没有机会玩耍的环境中饲养的动物？

女教授：是的。结论是否有趣？游戏真的刺激了成长，在大脑中建立了联系？我们需要做进一步的研究，但是。。。

女学生：呃，对不起，我们可以回去打一会儿吗？我想知道，灵活性假设真的能解释这一点吗？

女教授：打斗？事实上，灵活性假设很好地解释了这一点。因为打斗包括速度和强度的变化，以及与自我设限有关的快速角色逆转。一种会玩格斗的动物会不断地对变化做出反应。所以，学会灵活。

三、Animal Play托福听力问题：

Q1:1.What is the discussion mainly about?

A.The professor’s recent research on play and brain development

B.Differing explanations of the reasons for play

C.Examples of two distinct types of play fighting

D.Differences in the play behaviors of various animal species

Q2:2.One of the students brings up the example of play fighting among wolf pups.What does this example lead him to believe?

A.That wolves are especially violent animals

B.That the play-as-preparation hypothesis is probably correct

C.That wolves seldom engage in self-handicapping

D.That the results of a recent study are probably not reliable

Q3:3.Which statement best expresses the professor’s opinion of the play-as-preparation hypothesis?

A.It is well supported by available evidence.

B.It may apply only to certain species of animals.

C.It does not explain some important aspects of play.

D.It is particularly useful explaining human behavior.

Q4:4.What does the professor imply about self-handicapping?[Click on 2 answers.]

A.It commonly occurs in play but not in other activities.

B.It applies only to animal species that do not hunt for food.

C.It has been observed only in laboratory settings.

D.It contradicts the play-as-preparation hypothesis.

Q5:5.The professor discusses a study on the relationship between brain growth and play.What does that study conclude?

A.Patterns of brain growth are similar in animals that play and animals that do not play.

B.Excessive brain growth can sometimes limit an animal’s behavioral vocabulary.

C.Animals that do not play have less-developed brains than animals that play.

D.Animals without well-developed brains are seldom observed playing.

Q6:6.What does the student mean when she says this:

A.She is not familiar with the play behavior of wolf pups.

B.She doubts that wolf pups fight as much as the other students implies.

C.She is not sure that she correctly understood the reading assignment.

D.She disagrees with the other student’s opinion about play behavior.

四、Animal Play托福听力答案：

A1:正确答案：B

A2:正确答案：B

A3:正确答案：C

A4:正确答案：AD

A5:正确答案：C

A6:正确答案：D