MALE Participants Needed for Social Communication StudyThe Neuropragmatics and Emotion Lab is looking for healthy male volunteers to participate in an EEG experiment on social communication. You will 题目和参考答案——青夏教育精英家教网—

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MALE Participants Needed for Social Communication Study

The Neuropragmatics and Emotion Lab is looking for healthy male volunteers to participate in an EEG experiment on social communication. You will hear stimuli and make decisions about stimuli that appear on a screen. With the EEG set-up, the entire participation will take about 4.5 hours and is conducted at 2001 McGill College Avenue. The compensation will be $10 per hour for your time and inconvenience. You are expected to be a MALE native Canadian English speaker, between 18-30 years old, right-handed and have normal hearing. If interested, please contact pell.lab.study@gmail.com.

Pell Lab: 514-398-4400

MALE Undergraduate Participants Needed

The CASC Lab in the Department of Psychology at McGill University (supervisor: Dr. Melanie Dirks) is looking for male McGill undergraduate students between the ages of 18-25 who are willing to complete an interview and a questionnaire about challenging friendship experiences. The interview will last approximately 2 hours. Participants will also be asked to complete a brief online questionnaire and to reach out to three of their friends who might also be willing to complete the same questionnaire. Participants will be compensated for their time ($ 20). If you are interested, please contact thomas__khullar@mail__mcgill.ca.

Thomas. Khullar: 514-398-3725

Participants Needed for Social Communication Study

The Pell Lab is seeking North American English speakers for a study on social communication. You will judge audio and video clips(片段) showing social interactions while wearing an EEG cap measuring brain activity. The session is about 2 hours and compensation is $ 30 for the experiment. If you are interested and meet ALL the following criteria, please email pellabtest.eeg@gmail.com. Please provide your name, email and telephone number.

Age between 18-35 years old

Native North American English speakers

Normal hearing and no history of mental and neurological disorder

Right-handedness

Kelly Hennegan: 514-398-4400 Ext.: 00010

1.To meet the requirements for the EEG experiment, you should be _________.

A. between the ages of 18-25

B. left-handed with normal hearing

C. healthy and able to work about 4--5 hours

D. a female native Canadian English speaker

2.What will the CASC Lab expect participants to do?

A. To complete a detailed online questionnaire.

B. To do an interview about social communication.

C. To ask some friends to do an online questionnaire.

D. To judge audio and video clips showing social interactions.

3.If you want to be paid best per hour, you should contact _____________.

A. 514-398-3725 B. 514-398-4400 Ext:00010

C. Thomas. khullar@mail.megill.ca D. pell.lab.study@gmail.com

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The kids in this village wear dirty, ragged clothes. They sleep beside cows and sheep in huts made of sticks and mud. They have no school. Yet they all can chant the English alphabet, and some can make words.

The key to their success: 20 tablet computers(平板电脑) dropped off in their Ethiopian village in February by a U.S. group called One Laptop Per Child.

The goal is to find out whether kids using today’s new technology can teach themselves to read in places where no schools or teachers exist. The Massachusetts Institute of Technology researchers analyzing the project data say they’re already amazed. “What I think has already happened is that the kids have already learned more than they would have in one year of kindergarten,” said Matt Keller, who runs the Ethiopia program.

The fastest learner—and the first to turn on one of the tablets—is 8-year-old Kelbesa Negusse. The device’s camera was disabled to save memory, yet within weeks Kelbesa had figured out its workings and made the camera work. He called himself a lion, a marker of accomplishment in Ethiopia.

With his tablet, Kelbasa rearranged the letters HSROE into one of the many English animal names he knows. Then he spelled words on his own. “Seven months ago he didn’t know any English. That’s unbelievable,” said Keller.

The project aims to get kids to a stage called “deep reading,” where they can read to learn. It won’t be in Amharic, Ethiopia’s first language, but in English, which is widely seen as the ticket to higher paying jobs.

1.How does the Ethiopia program benefit the kids in the village?

A. It trains teachers for them.

B. It contributes to their self-study.

C. It helps raise their living standards.

D. It provides funds for building schools.

2.What can we infer from Keller’s words in Paragraph 3?

A. They need more time to analyze data.

B. More children are needed for the research.

C. He is confident about the future of the project.

D. The research should be carried out in kindergartens.

3.It amazed Keller that with the tablet Kelbesa could _______.

A. learn English words quickly.

B. draw pictures of animals.

C. write letters to researchers.

D. make phone calls to his friends.

4.What is the aim of the project?

A. To offer Ethiopians higher paying jobs.

B. To make Amharic widely used in the world.

C. To help Ethiopian kids read to learn in English.

D. To assist Ethiopians in learning their first language.

The language we use affects the decisions we make, according to a new study. Participants made more reasonable decisions when money-related choices were given in a foreign language that they had learned in a classroom setting than when they were asked in a native tongue.

To study how language affects reasoning, University of Chicago psychologists looked at a well-known phenomenon: people are more risk-taking when a decision irrelevant to their own feelings (such as which medicine to give to a sick elephant) is presented in terms of a potential gain than when it is framed as a potential loss even when the outcomes are the same. In the study, native English speakers who had learned Japanese, native Korean speakers who had learned English and native English speakers studying French in Paris all showed the expected tendency when they were asked the question in their native tongue. In their foreign language, however, the tendency disappeared.

A second set of experiments tested another cognitive (认知的) prejudice –we expect a personal loss will be more painful than the same amount of gain will be pleasant, so the benefit of winning must be disproportionately large for us to take a bet(打赌) (such as gambling with our own money). Again, the foreign-language effect was obvious in two different experiments, one with native Korean speakers and one with native English speakers. The Koreans took more theoretical bets in English than Korean, and the native English speakers took more real bets in Spanish than they did in English.

“When people use a foreign language, their decisions tend to be less prejudiced, more analytic, more systematic, because the foreign language provides psychological distance,” lead author Boaz Keysar suggests. Cognitive prejudices are rooted in emotional reactions, and thinking in a foreign language helps us disconnect from these emotions and make decisions in a more economically reasonable way. This study did not consider, however, the cases in which emotional engagement improves, rather than prevents, our choices: “We have an emotional system for a good reason,” Keysar says.

1.What is the foreign language effect discussed in this passage?

A. People make more reasonable decisions in a foreign language than in their native tongues.

B. Foreign languages play more important roles in making decisions than native languages do.

C. Emotional engagement can prevent reasonable decision makings but improve them as well.

D. Cognitive prejudices are more likely to appear in a foreign language than in a native tongue.

2.What does the underlined sentence mean?

A. People need to win a large sum of money before they decide to take a bet.

B. People are advised not to take a bet if they are not ready for the pain of losing.

C. People don’t take a bet unless they would win much more than they would lose.

D. People will feel more pleasant winning a bet than winning a large sum of money.

3.According to Keysar, what is the reason of the foreign language effect in this research?

A. Foreign languages have great effect on decision makings.

B. People are less prejudiced when thinking in a foreign language.

C. People are more risk-taking in a foreign language environment.

D. Personal feelings have little influence in foreign language thinking.

Once a wise man and his student traveled to a remote, mountainous place. They were well _______ at a cottage by a family of five. The wise man asked: “How do you _______ in such a poor place?”

“That’s what keeps us going,” said the host, _______ to a thin, tired cow. “She gives us milk, some of which we drink and some we make into _______. When there is extra, we _______ the milk and cheese for other types of food.”

The wise man thanked them and left. When he reached the first _______ in the road, he said to his student: “Get the cow, take it to the _______, and push it off.”_______ and angry though the student was, he obeyed.

As years passed by, the _______ became too much to bear and the student returned to that cottage to find out what he could do. Upon rounding the bend, he could not believe his eyes. In place of the __________ there was a beautiful house with trees all around, several cars in the __________, a satellite dish, and on and on. He __________ the man from several years before, strong and confident. He went __________ to the man and asked: “What happened?”

The man __________ with a smile: “Our cow fell off the cliff and died. To survive, we had to __________ new ways of doing things and __________ new skills. And so, we are now much __________.”

Sometimes our __________ on something small and limited is the biggest obstacle(障碍) to our growth. Once you __________ yourself of the thought “it’s little but it’s certain,” then your life will really change. May you have the __________ to recognize your “cow” this new year, and the courage to push it off the cliff.

1.A. received B. accepted C. educated D. behaved

2.A. succeed B. survive C. accommodate D. communicate

3.A. referring B. pointing C. sticking D. attending

4.A. cream B. yogurt C. cheese D. butter

5.A. replace B. place C. exchange D. change

6.A. bend B. village C. tree D. bridge

7.A. valley B. river C. cliff D. cave

8.A. Puzzled B. Bored C. Excited D. Ashamed

9.A. depression B. confusion C. anger D. guilt

10.A. fence B. cottage C. road D. hill

11.A. house B. passage C. balcony D. garage

12.A. congratulated B. recognized C. acknowledged D. greeted

13.A. by B. back C. over D. about

14.A. replied B. responded C. reflected D. reacted

15.A. come up with B. put up with C. keep up with D. catch up with

16.A. evolve B. extend C. develop D. polish

17.A. well off B. badly off C. better off D. worse off

18.A. dependence B. attention C. focus D. faith

19.A. remind B. inform C. warn D. free

20.A. perseverance B. fortune C. wisdom D. distinction

How to Write an Effective Summary

The goal of writing a summary of an article, a chapter, or a book is to offer as accurately as possible the full sense of the original, but in a more condensed(缩减的) form. A summary restates the author’s main point, purpose, intent, and supporting details in your own words.1.

Read the passage carefully.

Determine its structure. Identify the author’s purpose in writing. After you finish reading, write down in one sentence the point that is made about the subject. 2.

Reread, label and underline.

Once you clearly understand the writer’s major point(or purpose) for writing, read the article again, underline the major points supporting the thesis. 3. In addition, underline key transitional(过渡的) elements which show how parts are connected. Omit specific details, examples, description, and unnecessary explanations.

Write, revise and edit

Now begin writing your summary. 4.Then write your summary, omitting nothing important, eliminating repetition, disregarding minor details, or generalizing them, using as few words as possible to convey the main ideas and striving for overall coherence through appropriate transitions. Conclude with a final statement reflecting the significance of the article.

Revise your summary. After you’ve completed a draft, read your summary and check for accuracy. Keep in mind that a summary should generally be no more than one-fourth the length of the original.

5.Correct grammar, spelling, and punctuation errors, looking particularly for those common in your writing. Write a clean draft and proofread for copying errors.

A. Edit your summary.

B. Do not insert your own opinions or thoughts.

C. A suitable thesis may already be in the original passage.

D. Writing an effective summary requires you to focus on the series of steps.

E. These should be words or phrases here and there rather than complete sentences.

F. In other words, write down a thesis statement which expresses the central idea.

G. Start with a sentence naming the writer and article title and stating the essay’s main idea.

3．Try not to cough more than you can ___ since it may cause problems to your lungs．（　　）