题目内容
Security guard, truck driver, salesperson—year after year, these jobs appear on lists of the unhappiest careers. Although many factors can make a job unhappy, unusual hours, low pay, no chance for advancement — these three gigs stand out for another reason: a lack of small talk.
Psychologists have long said that connecting with others is central to well-being, but just how much conversation we require is under investigation. In one study, researchers eavesdropped(窃听) on undergraduates for four days, then cataloged each overheard conversation as either small talk (What do you have there? Popcorn?(Yummy!) or serious (So did they get divorced soon after?). They found that the second type related with happiness—the happiest students had roughly twice as many serious talks as the unhappiest ones. Small talk, meanwhile, made up only 10 percent of their conversation, versus almost 30 percent of conversation among the least content students.
However, don't just consider chat worthless yet. Scientists believe that small talk could promote linking. Chatting with strangers could brighten your morning. In a series of experiments, psychologists gave Chicago travelers varying directions about whether to talk with fellow train passengers something they typically avoided. Those told to chat with others reported a more pleasant journey than those told to enjoy your being alone or to do whatever they normally would. None of the chatters reported being rejected. And the results held for introverts(内向者) and extroverts(外向者) alike which makes sense, since acting extroverted has a positive effect on introverts.
Small talk can also help us feel connected to our surroundings. People who smiled at, made eye contact with, and briefly spoke with their Starbucks reported a greater sense of belonging than those who rushed through the business. Similarly, one not yet published paper found that when volunteers broke the silence of the Tate Modern to chat with gallery goers, the visitors felt happier and more connected to the exhibit than those who were not approached.
So go ahead, pry. Chitchat needn’t be idle. And nosiness isn’t all bad.
1.The author attributes the unhappiness felt by security guards, truck drivers and sales people to ________.
A. unusual hours and low pay
B. a lack of small talk
C. no chance for advancement
D. an absence of serious conversation
2.What was the conclusion of the study mentioned in the second paragraph?
A．Connecting with others is central to our well-being.
B．We require 30 minutes of conversation every day to be happy.
C．Serious conversation is linked to happiness.
D．Small talk cannot help make us feel happy.
3.The author used the Tate Modern example to demonstrate that ________.
A. connecting with others is key to our happiness
B. unserious conversation could promote bonding
C. small talk can help us feel connected to our surroundings
D. smiling can help people gain a great sense of belonging
4.Which of the following shows the development of ideas in this passage?
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Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources. I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
Sain Beilock: “What we think happens is when students put it down on paper, they think about the worst that could happen and they reappraise the situation. They might realize it’s not as bad as they might think it was before and, in truth, it prevents these thoughts from appearing suddenly when they’re actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sain Beilock: “What we showed is that for students who are highly test-anxious, who’d done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most prone to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
Title: Overcoming test 1.______________ | |
Problem | Some students get nervous before a test, so they can’t do 2. __________ even if they know the material. |
Reason | 3.__________ about the consequences 4._________ them their attention and memory resources. |
Solution | Write down their worries to 5.________ the negative thoughts appearing suddenly. |
Results of the researches | College students: 6._______ with those sitting quietly, students writing about their fears improved their performance. |
Younger students: highly anxious students who did the writing instead of 7._______ things unrelated to the test got 8. _______ grades. | |
9.___________ ways to solve the problem | If students have no 10.________ to write about their fears immediately, they can try it themselves at home or in the library. |
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