研究生學(xué)術(shù)英語讀寫教程PPT全套完整教學(xué)課件

Unit1Psychology研究生學(xué)術(shù)英語讀寫教程全套完整課件Outline1.TextADescartesWasWrong:“APersonIsaPersonThroughOtherPersons”2.AcademicReadingSkillsPredictingThemeandIdentifyingPatternsandStructures3.TextBTheImpactsandOpportunitiesofFaceRecognitionVariabilityOutsidetheLab4.AcademicWritingSkillsParaphrasing

21.TextA

DescartesWasWrong:“APersonIsaPersonThroughOtherPersons”

3Author:AbebaBirhaneAbebaBirhaneispursuingaPhDincognitivescienceatUniversityCollegeDublin.Sheblogsregularlyaboutembodiedcognitionandtheenactiveapproachtocognitivescience.

https://aeon.co/users/abeba-birhane-24BeforeYouRead…Whatisyouropinionofthequotation“Ithink,thereforeIam”?Howdootherpeopleaffectyourself-perception?5TextA:Lead-inQuestionsSentencecomprehensionThemeandstructureComprehensionquestionsTextA6SentenceTranslation1.Evenmymostprivateandpersonalreflectionsareentangledwiththeperspectivesandvoicesofdifferentpeople,beitthosewhoagreewithme,thosewhocriticize,orthosewhopraiseme.(Para.2)即使是我最私密、最個人的思緒，也與不同人的觀點(diǎn)和聲音糾纏在一起，無論是那些贊同我的人，還是那些批評我的人，抑或是那些贊美我的人。TextA:Sentencecomprehension7SentenceTranslation2.The17th-centuryFrenchphilosopherbelievedthatahumanbeingwasessentiallyself-containedandself-sufficient;aninherentlyrational,mind-boundsubject,whooughttoencountertheworldoutsideherheadwithskepticism.(Para.3)這位17世紀(jì)的法國哲學(xué)家認(rèn)為，人類本質(zhì)上是自給自足的;生而理性、受其思想約束的個體，應(yīng)該以懷疑的態(tài)度面對他頭腦之外的世界。8TextA:Sentencecomprehension3.HewantedtofindastablepointofviewfromwhichtolookontheworldwithoutrelyingonGod-decreedwisdoms;aplacefromwhichhecoulddiscernthepermanentstructuresbeneaththechangeablephenomenaofnature.ButDescartesbelievedthattherewasatrade-offbetweencertaintyandakindofsocial,worldlyrichness.(Para.4)他想要找到一種穩(wěn)定的觀點(diǎn)，而非上帝賜予的智慧，來觀察這個世界；由此，他可以透過自然界中變幻莫測的現(xiàn)象分辨出永久性的結(jié)構(gòu)。但笛卡爾認(rèn)為，穩(wěn)定性和來自社會的、世俗的多樣性之間存在權(quán)衡關(guān)系。9TextA:Sentencecomprehension4.Buteventhen,theinvestigationoftenpresumesthatacollectiveofCartesiansubjectsaretherealfocusoftheenquiry,notselvesthatco-evolvewithothersovertime.(Para.6)但即便如此，調(diào)查也常常假設(shè)，探究的真正焦點(diǎn)是笛卡爾式議題的集合，而非隨時(shí)間推移與他人共同進(jìn)化的自我。10TextA:SentencecomprehensionSentenceTranslation5.Genovese’smurderhadtobeseenagainstabackdropinwhichviolenceagainstwomenwasnottakenseriously,Cherrysaid,andinwhichpeoplewerereluctanttostepintowhatmighthavebeenadomesticdispute.(Para.7)徹利認(rèn)為，凱迪·吉諾維斯謀殺案反映了當(dāng)時(shí)的社會并不關(guān)注女性遭受的暴力困擾，人們也不愿介入一樁可能是家庭糾紛的暴力襲擊中。11TextA:Sentencecomprehension6.Thinkofthatluminousmomentwhenapoetcapturessomethingyou’dfeltbuthadneverarticulated;orwhenyou’dstruggledtosummariseyourthoughts,buttheycrystallisedinconversationwithafriend.(Para.8)想一想那些醍醐灌頂?shù)臅r(shí)刻：詩人捕捉到你所感受到的卻從未表達(dá)過的東西；或者在與朋友交談時(shí)你靈光一現(xiàn)，信口而出你曾難以總結(jié)、難以表達(dá)的一些想法。12TextA:SentencecomprehensionSentenceTranslation7.Bycontrast,“dialogical”theories,broughttolifeinexperimentssuchasLisaFreund’s“dollhousestudy”from1990,emphasizeinteractionsbetweenthechildandtheadultwhocanprovide‘scaffolding’forhowsheunderstandstheworld.(Para.10)相比之下，從1990年開始，對話理論才在麗莎·弗倫德的“玩偶屋研究”等一系列實(shí)驗(yàn)中得以呈現(xiàn)。該理論強(qiáng)調(diào)孩子和成年人之間的互動，認(rèn)為成年人可以為孩子們了解世界提供“腳手架”。13TextA:SentencecomprehensionSentenceTranslation8.Deprivedofcontactandinteraction–theexternalperspectiveneededtoconsummateandsustainacoherentself-image–apersonrisksdisappearingintonon-existence.(Para.11)如果失去聯(lián)系與交流這種完善和維持清晰自我形象的外部因素，人會面臨失去自我的危險(xiǎn)。14TextA:SentencecomprehensionSentenceTranslation9.Butforthemostpart,scientificpsychologyisonlytoowillingtoadoptindividualisticCartesianassumptionsthatcutawaythewebbingthattiestheselftoothers.(Para.12)但是在大多數(shù)情況下，科學(xué)意義上的心理學(xué)非常樂意采用個人色彩濃厚的、切斷了自我與他人相互聯(lián)系的笛卡爾式假說。15TextA:SentencecomprehensionTitle:DescartesWasWrong:“APersonIsaPersonThroughOtherPersons”

TextA:Structure16SectionsParagraphsMainideasSection1

Paras.1-2AccordingtoUbuntuPhilosophy,peopleacquire‘selfhood’throughothers.Section2Paras.3-4Descartesheldadisconcertingnotionon“selfhood”andhebelievedintheself-sufficiencyofhumanexistence.Section3Paras.5-7Somephilosophers,influencedbythisCartesianphilosophy,arguethatselfhoodcanbedetachedfromthesocialcontext.Specifically,somepsychologistsbelievethatthe“by-standereffect”mightstemfroma“diffusionofresponsibility”.However,somescholarsarguethatthiseffectwascausedduetowomen’slowsocialstatusatthetime,therebylendingsupporttothecloseassociationsbetweenselfhoodandsocialcontext.Section4Paras.8-12Questionsareraisedbytheauthor:Doesselfhoodcomefromwithinorwithout?Andhowcanthesetwoconflictingviewsbereconciled?Finally,basedonthe“child”and“prisoner”examples,theauthorreiterateshisviewthathumansacquireselfhoodviaothers.TextA:ThemeThisarticleanalyzestwocontrastingphilosophicalsystemson“selfhood”.OnestemsfromDescartes’viewof“IthinkthereforeIam”,arguingthatahumanbeingisaself-sufficientcreature,whoseexistencereliesentirelyupontheindividualhimself/herself,andisdetachedfromtheexternalworld;theotherfeaturestheUbuntuphilosophywhichbelievesinaformofhumanexistencethatdependsuponinteractingwithotherhumanbeingsandtheoutsideworld.Inresponsetothesetwocompetingphilosophies,theauthorholdstheviewthatthelatterismorereasonableandpersuasive.

17ReferencedKeystoTask1(p.7)purportwipeawaycontextualcontoursolitaryscaffoldingaxiomaticinscribed18ChoosethestatementthatbestsummarizesthethemeofTextA.A.“Self”/“other”distinctionhavealong-terminfluenceinacademia.B.Self-perceptiondevelopsthroughimpactsfromothers.C.Descarteswaswrong,duetothe“self”/“other”distinctiononselfhood.ReferencedKeystoTask2(p.7)19Paragraphs3-4hasexplainedthatDescartesheldadisconcertingnotionon“selfhood”andhebelievedintheself-sufficiencyofhumanexistence.Paragraph3brieflyintroducesDescartes’notionon“selfhood”,andtheninParagraph4,theauthorcontrastsone’sowncogitoandotherpeople/otherthingstoillustrateDescartes’philosophyindetail.ReferencedKeystoTask3(p.8)202.

AcademicReadingSkills

Identifyingpatternsandstructures21Predictingtheme22Issue:Asabeginnerofdoingresearch,youoccasionallyfeelfrustratedwhenfacingwithtremendousdocumentations.Youdonotknowhowtooptimizeyourreadingstrategyforthepurposeofsavingtimeandincreasingefficiency.Practice:WhoDoesWhatruleDescartes

waswrong:‘a(chǎn)personisapersonthroughother

persons’AccordingtoUbuntuphilosophy,whichhasitsoriginsinancientAfrica,anewbornbabyisnotaperson.Peopleareborn

without‘ena’,orselfhood,andinsteadmustacquireitthroughinteractionsandexperiencesovertime.Sothe‘self’/‘other’distinctionthat’saxiomaticinWesternphilosophyismuchblurrierinUbuntuthought.AstheKenyan-bornphilosopherJohnMbitiputitinAfricanReligionsandPhilosophy(1975):‘Iambecauseweare,andsinceweare,thereforeIam.’23WhoDoesWhatPractice:WhoDoesWhatrule24ByscanningthetitleandtheintroductioninTextA,itcanbeinferredthatthethemeofthepassageisthat____.A.theCartesiannotionof‘IthinkthereforeIam’isperfectlyjustified.B.neithertheCartesiannortheUbuntuphilosophyisreasonable.C.theCartesianphilosophymakesmoresensethantheUbuntuonegiventhattheformerfindsitsrootsinthesuperiorWesternculture.D.theUbuntuphilosophydiffersfromtheCartesianoneinthattheformerdoesn’tconsiderself-hoodasinborn.IdentifyingPatternsandStructures25ChronologicalSequenceAuthorcanproceedwiththeirwritingintheorderoftime.Lookfortimemarkers,suchas“in1989”and“l(fā)astwinter”,atthestartofasentencewhileperusingthetext.Longertimemarkers,usuallyintheformofadverbialclauses,tendtobeplacedtowardtheendtoavoidatop-heavysentencestructure.Forinstance,“TheChineseeconomyhassoaredsincetheintroductionoftheepoch-makingpolicyofreformandopening-upin1978”.Withthosetimemarkers,readerscanunderstandthechronologicalorderofthearticlebetter.IdentifyingPatternsandStructures26ChronologicalSequenceForexample:Researchspanningmanydecadeshasshownnutrientsinthegastrointestinaltractcanshapeanimals’flavorpreferences.Oneoftheearliestfindingsofthiseffectdatesbacktothe1960s,whenGarvinHolmanoftheUniversityofWashingtonreportedhungryratspreferredconsumingaliquidpairedwithfoodinjectedintothestomachratherthanasolutioncoupledwithagastricinfusionofwater.MorerecentlyIvandeAraujo,aneuroscientistattheIcahnSchoolofMedicineatMountSinai,andhiscolleagueshaveshowncaloriescantrumppalatability:Theirworkhasdemonstratedmicepreferconsumingbittersolutionspairedwithasugarinfusioninjectedinthegutratherthanacalorie-freesweetsolution.IdentifyingPatternsandStructures27Cause&EffectThisisfairlyself-explanatory.DobewareofthetendencyoftheEnglishlanguagethatplaceseffectbeforecause,whichistraceabletoAristoteliandeductivethought.ThismayexplainwhymanyEnglishwriterswillstatetheconclusion,thetopicsentence,ortheeffectfirst,andthenprovidetheevidence,therationale,thecauseandothersubordinateinformation.IdentifyingPatternsandStructures28Cause&EffectForexample:OneofthereasonsthatgameslikeFortnitearesoaddictingisthattheyplayonthehumanemotionalsystem,comprisedofalong-standingsetofpsychologicaladaptationsthathasfeaturesgoingbackmillionsofgenerationsandacrossthousandsofkindsofspeciesofanimals.Darwin(1872)himselfwasthefirstpersontoreallymakeastrongcasefortheevolvedfunctionandmotivationalnatureofthehumanemotionsystem.IdentifyingPatternsandStructures29Comparison&ContrastComparisonsandcontrastsareextensivelyemployedinwriting.DuetothefactthattheEnglishlanguageisahypotacticlanguage,meaningthatlogicalconnectionsbetweensentencesareusuallyexposedviatransitionaldevices,suchas“inaddition”,“therefore”,“incontrast”,etc.,comparisonsandcontrastsareusuallyeasytoidentifythroughcommonlyusedtransitionalexpressions.IdentifyingPatternsandStructures30Comparison&ContrastForexample:Encodingreferstothetemporaryregistrationofsensationsandthoughtsintoshort-termmemory,akindof“buffer”orRAMthatcanholdinformationupto30seconds.Foranyeventweexperience,includingthisone,we’renottakingineverydetail.Frommomenttomoment,whatourbrainencodesisafunctionofwhatwe’repayingattentionto,andwhathasemotionalsignificancetous.Thosedetailsarecalledcentraldetails.Incontrast,whatwe’renotpayingattentionto,orhaslittleornosignificancetoourbrainatthetime,arecalledperipheraldetails.Thoseareencodedpoorlyornotatall.IdentifyingPatternsandStructures31ClassificationThewriter,inordertofacilitatereaderunderstandingorarriveataconclusion,usuallyneedstodefinewhichcategoryapieceofrandominformationbelongsto,andwhetheritisquantitativeorqualitative,prescriptiveordescriptive,instructiveorargumentative,etc.Piecesofinformationofthesamenatureorpurposeshouldbecombinedintothesamecategory.IdentifyingPatternsandStructures32ClassificationForexample:Abundantevidencelinkspersonalitywithemotionviacoping.Alternatively,personalitycanbeviewedasanemergentpropertyofresponsestotheexperienceofemotion.Dispositionstocontrol,approach,escape,andavoidone’semotionalexperienceunderliediversetraits,includingpositiveandnegativeurgency,traitemotionalapproachandavoidance,alexithymia,andemotionalexpressiveness.IdentifyingPatternsandStructures33Problem&SolutionCriticalessayssometimeswillidentifytheproblemsofatheoryandproposesolutionstotheseproblems.Inotherwords,problemsarealmostalwaysidentifiedandexplainedbeforetheirpotentialsolutionsareproposed.Keepthiscognitivesequenceinmindwhenbrowsingthroughatextforthisrelationship.IdentifyingPatternsandStructures34Problem&SolutionForexample:AnewstudypublishedinComputersinHumanBehaviorshowshowattitudesaboutcommunicatingonline–suchaswhetherapersonbelievestextingwillleadtomiscommunication,iseasierthanface-to-facecommunicationorisanimportantpartofmaintainingrelationships–canexplain“textintensity,”orhowdependentthatpersonisontextmessaging.AccordingtoDr.AndrewLedbetter,therearefiveattitudespeoplecanholdaboutonlinecommunication.Peoplevaryonhowmuchtheyholdeachofthesefiveattitudes.Thosevariationscancomefromthewayapersongrewupcommunicatingwiththeirfamilyorthatperson’scompetenceorskillatcommunicatingwithothers.IdentifyingPatternsandStructures35Herearesomeofguidingquestionstounderstandthepatternorstructureofatext.Skimthearticlefortitles,subtitles,headings,andkeywords.Afterscanningthetext,howdoyouthinktheauthororganizestheinformation?Whichframeworkdoesthisauthorusetoorganizetheinformation?Chronological?Cause/Effect?Problem/Solution?Compare/Contrast?

Doestheauthoruseacombinationofdifferentpatterns?Howdoestheauthororganizethetexttobe“reader-friendly”?

Whichtextfeatureshelpyoucollectinformationfromthearticle?ByscanningthetitleandtheintroductioninTextA,itcanbeinferredthatthethemeofthepassageisthat_________________.A.theCartesiannotionof“IthinkthereforeIam”isperfectlyjustified.B.neithertheCartesiannortheUbuntuphilosophyisreasonable.C.theCartesianphilosophymakesmoresensethantheUbuntuonegiventhattheformerfindsitsrootsinthesuperiorWesternculture.D.theUbuntuphilosophydiffersfromtheCartesianoneinthattheformerdoesn’tconsiderselfhoodasinborn.

ReferencedKeystoTask1(p.12)36ReferencedKeystoTask2(p.12)37Task2:ReadTextAgainandmatcheachoftheitemsintheleftcolumntoitscorrespondinginformationintherightcolumn.Thereisoneextrachoiceintherightcolumn.JohnMbitiA.Humanbeingswereself-reliantandshouldlookattheworldwithcriticaleyes.RenéDescartesB.Peoplearelesslikelytoshoulderasharedresponsibility.DarleyandLatanéC.Childrencanunderstandtheworldthroughinteractingwithadults.MikhailBakhtinD.Thereisnocleardistinctionbetween“individual”and“collective”.“Dialogical”TheoriesE.Criminalsmayfindithardtoadjusttothesocietywhentheyarereleased

F.Truthdoesnotcomefromanysingleindividual;itisaresultofcollectivewisdom.

ReferencedKeystoTask2(p.12)38Task2:ReadTextAgainandmatcheachoftheitemsintheleftcolumntoitscorrespondinginformationintherightcolumn.Thereisoneextrachoiceintherightcolumn.JohnMbiti(D)A.Humanbeingswereself-reliantandshouldlookattheworldwithcriticaleyes.RenéDescartes(A)B.Peoplearelesslikelytoshoulderasharedresponsibility.DarleyandLatané(B)C.Childrencanunderstandtheworldthroughinteractingwithadults.MikhailBakhtin(F)D.Thereisnocleardistinctionbetween“individual”and“collective”.“Dialogical”Theories(C)E.Criminalsmayfindithardtoadjusttothesocietywhentheyarereleased

F.Truthdoesnotcomefromanysingleindividual;itisaresultofcollectivewisdom.

BlackliesDeceptionissocommonthatnotonlyhumans,butevenanimalsengageinit.Forinstance,whileapesoftensimplytakefoodfromweakercounterparts,theyhavealsobeenshowntoemploydeception.Whentheycanstealfoodbyreachingthroughopaqueinsteadofsee-throughtunnels,theyoftenreachfortheopaquetunnelssothattheircompetitorscannotdetecttheiractions[2,

3].Thesecasesofdeception

areexploitative,asthedeceivingapesstrategicallymisleadtheircounterpartsforpersonalbenefits(e.g.,tastyfood).Butwhatdetermineswhetherornotpeople(andapes)engageinsuchblacklies?ReferencedKeystoTask3(p.13-14)39Anobviousfactorthatinfluenceswhetherpeopledeceiveiswhethertheythinkthattheywillgetcaught[4].Forexample,lowchancesofbeingdetectedincreasedeceptionoftaxpayers[5,

6].Suchbehaviorisrational,asbeingdetectedreducesthegainonecanexpect.Imaginetheusedcardealerwhoconsiderslyingaboutacar’shistoryofaccidentstochargeahigherpriceforthecar(i.e.,thegain).Ifthelieiseasilydetected(e.g.,ifthecarhasbumpsandscratches),thelikelihoodtosellthecardecreases.Consequently,thesalesmanwillbehonest.ReferencedKeystoTask3(p.13-14)40Acommonassumptionisthat,rationally,deceivingforhigher,ratherthanlowergainsismorebeneficial.Surprisinglyhowever,thisisnotwhatpsychologicalresearchfinds.Peopleseemtocheatequallyoftenwhenbothhighandlowgainsareatplay[7,

8,

9].Researchsuggeststhatcheatingdoesnotonlydependonmaterialisticgains,butalsoon

psychologicalcoststhatdeceptioninflictsonthedeceiver.Ontheonehand,deceivingforlargergainsismoreattractivethandeceivingforsmallergains.Ontheotherhand,deceivingforlargergainscarrieslargerpsychologicalcosts[1,

10].Psychologicalcosts–theinternaldiscomfortthatpeopleexperiencewhendoingsomethingagainsttheirbeliefsorvalues–dependonthemagnitudeofalie[11].Inoneexperiment,participantswerepaidaccordingtotheoutcometheysecretlyrolledwithadie.Whenaskedabouttheiroutcome,theyweremorelikelytocommit“smaller”deceptions(i.e.,reporting5insteadof4)than“bigger”ones(reporting6insteadof1).Thus,itseemsthatthepsychologicalcostoftellingalieincreasewiththemagnitudeofthelie[11].ReferencedKeystoTask3(p.13-14)41The

psychologicalcostsofaliearecloselylinkedtowhatonethinksaboutoneself.Ingeneral,peoplewanttothinkthattheyarehonest.Tellingbigliesanddeceivingothersisincompatiblewiththisimage[12].Tellingsomewhatsmallerliesthatare“almosttrue”iseasiertoreconcilewithapositiveimageofoneself[11,

13].Becausegeneratingaplausiblejustificationforone’slie(e.g.,“Ialmostrolleda6withmydie”)isoftenacrucialpartofdeception,limitingpeople’sabilitytocomeupwithexplanationsfortheirlyingincreaseshonesty[14].Furthermore,measuresthathighlightthatonewantstobeagoodpersonincreasesubsequenthonesty.Forexample,signingontopofaself-reportform(e.g.,taxreturns)increasestheattentiontothemoralself.Consequently,peoplecheatlesswhencompletingtheform[15].Inotherwords,thehumandesiretoviewoneselfasamoralpersoncanbeutilizedtodeterdeception.ReferencedKeystoTask3(p.13-14)42Takentogether,peopletrytoexploitotherswithblacklies.Whetherpeopleengageinblackliesdependsonwhethersomethingcanbegainedthroughthedeception,whethertheywillgetcaught,andwhetherpsychologicalcosts

occur.ReferencedKeystoTask3(p.13-14)43Yet,thereisanotherimportantfactor:therelationshipwiththedeceived.Researchshowsthatcheatingsociallydistantothersismoreacceptable[16].However,peoplemorefrequentlydeceivecloseothers[17].Apossibleexplanationisthatthereisoftenmoretogainfromdeceivingcloseothers,andmoretolosefromrevealingunpleasanttruths.However,wesuggestthatthisisnottheonlyreason.

Deceptionisnotonlydrivenbyexploitativemotivesbutcanalsoresultfromaffiliativemotives.Therefore,wenextdiscusscasesofdeceptionthatresultfromthemotivationtoforgeapositiverelationshipwiththedeceivedortopleasethedeceived.ReferencedKeystoTask3(p.13-14)441)Ascanofthetitleandtheaboveintroduction,takenfromacompletepsychologicalpaper,indicatesthatthethemeoftheentirepassageismostprobablyabout_______________.A.theeconomicincentiveswhenhumansmakedecisionsB.thebalancingofshort-termandlong-terminterestsbyproposersinUltimatumandDictatorGamesC.theprobeintotheevolutionofthehumansenseoffairnessviathestudyofchimpanzeesandotherprimatesD.thedebateontheinherentselfishnessofthehumanspecies

ReferencedKeystoTask4(p.15-16)452)Structure-wise,howdoestheunderlinedsentencerelatetotheprecedingparagraph?Itintroducesculturaldifferencestogeneralizations.Itleadstoconclusionsfromsupportingevidence.Itpresentsacontradictiontoaresearchfinding.Itservesasanillustrationofaconsensus.ReferencedKeystoTask4(p.15-16)463)WhichoneofthefollowinghypotheticalscenariosbestmatchestheholisticwritingpatternofParagraphs2-3?Despitelocalactivists’ardentandsuccessfulcampaignurgingtheauthoritytoloosenrestrictionsonInternetcensorship,theoverallpoliticallandscapeofthisparticularregionhasnotexactlydisplayedamarkedimprovementonadecadeago.ThecrimeratesinallpartsoftheTownofWisteriaarebelowthenationalaverage.Suchreassuringgeneralitynotwithstanding,thecrimerateinthedowntownareaisrelativelyhighduetoalackofnightlypatrol,whereasthesuburbiaisalmostimmunetoillegalities.John,aheavysmoker,hasreceivedanunexpectedlyhighoverallscoreinhisannualphysicalcheck-up.Inparticular,hislungsareratedpositivelybyallthetests;soarehisdentalhygiene.Thissurprisemaybeattributabletohisregularandconscientiously-executedphysicalexerciseandfrequentvisitstothedentists.ABCMiddleSchoolisacknowledgedasahighlydiverseinstitution.However,circumstancesvarybetweenthejuniorandseniormiddleschooldivisions.Theformerisknownforthestudents’highlydiversetalents–artistic,academic,orotherwise;whereasthelatter,probablyfacedwithexampressures,isfarfromdiversebyanymeasure.ReferencedKeystoTask4(p.15-16)473.TextB

ObservationofGravitationalWavesfromaBinaryBlackHoleMerger48TextB本文節(jié)選自美國心理學(xué)協(xié)會網(wǎng)站（）上的一篇論文，該論文的主要內(nèi)容是分析了面孔識別能力的個體差異對于執(zhí)法、刑事司法及國家安全的影響。具體而言，本文聚焦于面孔識別這一認(rèn)知技能在很多重要職業(yè)中的應(yīng)用及其潛在的問題，所涉及的人士包括警察人員、海關(guān)人員、法庭上的目擊證人、軍人等。并指出人們面孔識別的能力存在非常大的個體差異，這些個體差異影響了一些重要職業(yè)的工作。針對這些應(yīng)用與問題，本文還提供了一些解決方案，比如尋找類似倫敦警方“超級面孔識別者”這樣的范式，以為員工提供指導(dǎo)，抑或是建議雇主在招聘或分配職責(zé)時(shí)將面孔識別作為考量的因素等。494.

AcademicWritingSkills

Paraphrasing50Paraphrasing51Step1.Readthetextyouwanttoparaphraseuntilyoufullyunderstanditsmeaning,therelationshipbetweendifferentinformation,andtheauthor’sintentionbehindhisorherwords.Step2.Reorganizetheinformationinanewordifferentorder.Step3.Rewriteitspointsinyourownwordsandexpressions.Step4.Checkyourparaphrasingagainsttheoriginal.Step5.Includeacitation.Paraphrasing52Readthefollowingexampletoanalyzethedifferencesbetweenappropriateandinappropriateparaphrase.Originalsentence:

Humanreactionstorewarddivisionareoftenstudiedbymeansoftheultimatumgame,inwhichbothpartnersneedtoagreeonadistributionforbothtoreceiverewards.

Paraphrasing53Inappropriateparaphrase:

People’sresponsestothedivisionofrewardsareusuallyresearchedthroughtheultimatumgame,andinsuchagamebothplayersshouldreachconsensusonadistributionforbothtoberewarded.(Thisparaphraseonlychangesafewdetailsofwording,forexample,converting“human”to“people”,or“studied”to“researched”,whilekeepingthegrammaticalstructurelargelyintact.Suchtechniqueisfarfromsufficienttowriteupaproperparaphrase.)

Paraphrasing54Appropriateparaphrase:Inanultimatumgame,ifbothplayersaretoberewarded,consensusisrequiredofbothofthemonhowthedistributionshouldbeconducted.Itisthroughthisgamethatresearchattemptstounderstandhowhumanbeingsrespondtorewarddistribution.

ReferencedKeystoTask1(p.21-22)1)Outstandingrecognizerscanbeassignedtodotasksrequiringstrongfacerecognitionability,whileapoliceofficerwhoisweakatfacerecognitioncandoothertasks.55ReferencedKeystoTask1(p.21-22)2)Comparedwithstudentsubjects,theexperienceofcheckingpassportphotosformanyyearsonthepartofpassportofficersdoesnottranslateintoahigherleveloftheircompetenceofmatchingface,asthestudyconcluded.56ReferencedKeystoTask1(p.21-22)3)Therequirementforoccasionalin-personcommunicationbetweensoldiersandlocalsrendersitanessentialskilltocorrectlyidentifyandrememberpeopleviarecognizingtheirfaces,particularlygiventhosescenarioswheresoldiersandlocalsdonotspeakinthesamelanguage.57ReferencedKeystoTask2(p.22)Paraphrase1

isbetterthan

Paraphrase2.Thereasonsareasfollows:First,structure-wise,Paraphrase1isratherdifferentfromtheoriginaltext.Specifically,thecausalitybetween“culturaldependence”and“resource-sharingmechanisms”isreversed;thecause-effectrelationshipbetweenLamelara’sculturalnormsandtheirtypicallyhigheroffersisalsoflippedonitshead;finally,theevidenceandtheconclusionareswappedintermsofthepositionswheretheyareplacedinthetext.Insodoing,Paraphrase1avoidsastructuralarrangementthatresemblesthatoftheoriginaltextsomuchthattheconcernofplagiarismmayberaised.Bycontrast,Paraphrase2failstorearrangetheoriginalsyntax,whichisagrossmistakeforaparaphrase.

58ReferencedKeystoTask2(p.22)Second,language-wise,Paraphrase1hasalsogonethroughafaceliftcomparedwiththeoriginaltext,whileParaphrase2changesthelanguageverylittle,andthusteemswithrisksofplagiarismaccusations.Forexample,“havemechanismsinplace”becomes“putinplacearrangements”inParaphrase1,andismostlykeptas“havemeasuresinplace”inParaphrase2;“theyareculturallydependentonlarge-scalecooperation(tohuntwhales)”ischangedto“th