新标准大学英语2课文翻译

1.1Collegejustisn'tspecialanymore1"Ifyoucanrememberanythingaboutthe1960s,youweren'treallythere,"sothesayinggoes.Itmaybetrueforthosewhospenttheircollegeyearsinahazeofmarijuanasmoke.Butthereisonethingeveryoneremembersaboutthe1960s:Goingtocollegewasthemostexcitingandstimulatingexperienceofyourlife.2Inthe1960s,California'scollegesanduniversitieshadtransformedthestateintotheworld'sseventhlargesteconomy.However,Berkeley,theUniversityofCalifornia'smaincampus,wasalsowell-knownforitsstudentdemonstrationsandstrikes,anditsatmosphereofpoliticalradicalism.WhenRonaldReaganranforofficeasgovernorofCaliforniain1966,heaskedifCalifornianswouldallow"agreatuniversitytobebroughttoitskneesbyanoisy,dissidentminority".Theliberalsrepliedthatitwastheabilitytotoleratenoisy,dissidentminoritieswhichmadeuniversitiesgreat.3OnuniversitycampusesinEurope,masssocialistorcommunistmovementsgaverisetoincreasinglyviolentclashesbetweentheestablishmentandthecollegestudents,withtheirnewandpassionatecommitmenttofreedomandjustice.MuchoftheprotestwasabouttheVietnamWar.ButinFrance,thestudentsoftheSorbonneinParismanagedtoformanalliancewiththetradeunionsandtolaunchageneralstrike,whichultimatelybroughtabouttheresignationofPresidentdeGaulle.4Itwasn'tjusttheactivismthatcharacterizedstudentlifeinthe1960s.Everywhere,goingtocollegemeantyourfirsttasteofrealfreedom,oflatenightsinthedormorintheJuniorCommonRoom,discussingthemeaningoflife.Youusedtohavetogotocollegetoreadyourfirstforbiddenbook,seeyourfirstindiefilm,orfindsomeonewhosharedyourpassionforJimiHendrixorLennyBruce.Itwasamomentofunimaginablefreedom,themostliberatinginyourlife.5Butwhere'sthepassiontoday?What'sthematterwithcollege?Thesedayspolitical,socialandcreativeawakeningseemstohappennotbecauseofcollege,butinspiteofit.Ofcourse,it'struethathighereducationisstillimportant.Forexample,intheUK,PrimeMinisterBlairwasclosetoachievinghisaimofgetting50percentofallunderthirtiesintocollegeby2010(eventhoughacynicwouldsaythatthiswastokeepthemofftheunemploymentstatistics).Yetcollegeeducationisnolongeratopicofgreatnationalimportance.Today,collegeisseenasakindofsmalltownfromwhichpeoplearekeentoescape.Somepeopledropout,butthemostapatheticstaythecoursebecauseit'stoomuchefforttoleave.6Insteadoftheheadyatmosphereoffreedomwhichstudentsinthe1960sdiscovered,studentstodayaremuchmoreserious.TheBritishCouncilhasrecentlydoneresearchintothefactorswhichhelpinternationalstudentsdecidewheretostudy.Indescendingordertheseare:qualityofcourses,employabilityprospects,affordability,personalsecurityissues,lifestyle,andaccessibility.Collegehasbecomeameanstoanend,anopportunitytoincreaseone'schancesontheemploymentmarket,andnotanendinitself,whichgivesyouthechancetoimagine,justforashortwhile,thatyoucanchangetheworld.7Thegapbetweenchildhoodandcollegehasshrunk,andsohasthegapbetweencollegeandtherealworld.Oneofthereasonsmaybefinancial.Inanuncertainworld,manychildrenrelyontheirparents'supportmuchlongerthantheyusedto.Studentsleavinguniversityinthe21stcenturysimplycannotaffordtosetuptheirownhomebecauseit'stooexpensive.Anotherpossiblereasonisthecommunicationsrevolution.Gonearethedayswhenasonordaughterranghomeonceortwiceaterm.Todaystudentsareumbilicallylinkedtotheirparentsbytheircellphones.Andasforfindinglike-mindedfriendstoshareapassionforobscureliteratureormusic,well,wehavetheInternetandchatroomstohelpusdothat.8"Blisswasitinthatdawntobealive,9Buttobeyoungwasveryheaven!"10WordsworthmayhavewrittentheselinesabouttheFrenchRevolution,buttheywerealsotrueforthestudentsofthe1960s.Sowhyaren'ttheytrueforthestudentsoftoday?大学已经不再特别了有这么一种说法：―要是你能记得20世纪60年代的任何事情，你就没有真正经历‖对于在大麻烟雾中度过大学时光的那些人，这话可能是真的。但是，20世纪60年代有一件事人人都记得，那就是：上大学是你一生中最激动人心过那段岁月。、最刺激的经历。20世纪60年代，加州的高校把本州变成了世界第七大经济实体。然而，加州大学的主校园伯克利分校也以学生示威、罢课以及激进的政治氛围而著名。1966年，他问加州是否允许―一所伟大的大学、唱反调的少数‖自由派人士回答说，大学之所以伟大正是因为它们有能力容忍喧闹的、唱反罗纳德•里根竞选加州州长，被喧闹的人征服。调的少数人。在欧洲的大学校园里，大学生以新的姿态和激情投入到争取自由和正义的事业中去，大规模的社会主义或共产主义运动引发了他们与当权者之间日益升级的暴力冲突。许多抗议是针对越南战争的。可是在法国，巴黎大学的学生与工会联盟，发动了一场大罢工，最终导致戴高乐总统辞职。20世纪60年代大学生活的特点并不仅仅是激进的行动。不论在什么地方，上大学都意味着你初次品尝真正自由的滋味，初次品尝深更半夜在宿舍或学生活动室里讨论人生意义的滋味。你往往得上了大学才能阅读你的第一本禁书，看你的第一部独立影人电影，或者找到和你一样痴迷吉米•亨德里克斯或兰尼•布鲁斯的志同道合者。那是一段难以想象的自由时光，你一生中最无拘无束的时光。可如今不是凭借大学的助力，而是冲破其阻力才发生的。当然，一点不假，高等教育仍然重要。例如，在英国，布莱尔首相几乎实现了到2010年让50％的30岁以下的人上大学那份激情哪儿去了？大学怎么了？现在，政治、社会和创造意识的觉醒似乎的目标（即使愤世嫉俗的人会说，这是要把他们排除在失业统计数据之外）。不过，大学教育已不再是全民重视的话题了。如今，大学被视为人们急于逃离的一种小城镇。有些人辍学，但大多数已经有些麻木，还是坚持混到毕业，因为离开学校实在是太费事了。没有了20世纪60年代大学生所发现的令人头脑发热的自由气氛，如今的大学生要严肃得多。英国文化协会最近做了一项调查，研究外国留学生在决定上哪所大学时所考虑的因素。这些因素从高到低依次是：课程质量、就业前景、学费负担、人身安全问题、生活方式，以及各种便利。大学已变成实现目的的手段，是在就业市场上增加就业几率的一个机会，上大学本身不再是目的，不再是给你提供一个机会，让你暂时想象一下：你能够改变世界。童年与大学之间的距离已缩小了，大学与现实世界之间的距离也缩小了。其中一个原因可能和经济有关。在一个没有保障的世界里，现在的许多孩子依赖父母资助的时间比以前的孩子更长。21世纪的学生大学毕业后根本无法自立门户，因为那太昂贵了。另一个可能的原因是通讯革命。儿子或女儿每学期往家里打一两回电话的日子的一去不复返了。如今，大学生通过手机与父母保持着脐带式联系。至于寻找痴迷无名文学或音乐的同道好友，没问题，我们有互联网和聊天室来帮助我们做到这一点。―幸福啊，活在那个黎明之中，年轻更是如进天堂！‖华兹华斯的诗句说的可能是法国大革命，但是对于20世纪60年代的大学生而言，这样的诗句同样真实生动。可是为什么对于如今的大学生来说，它们就不真实了呢？Languagepoints1."Ifyoucanrememberanythingaboutthe1960s,youweren'treallythere"…(Para1)Thissayingmakesajokingcommentabouttheseyears:ThiswasatimeintheWestwhenmanyyoungpeopletookdrugs(likecocaine,marijuanaandLSD),sotheywerethereanddidn'treallyremembermuchofwhathappened(becauseofthedrugs,theywere"inahazeofmarijuanasmoke").Ifsomeonedoesremember,theyweren'treallythere—theymusthavebeensomewhereelse,withoutdrugs.2.Inthe1960s,California'scollegesanduniversitieshadtransformedthestateintotheworld'sseventhlargesteconomy.(Para2)TheUniversityofCaliforniaseesitselfasthelinkbetweeneducationandtheeconomyinCaliforniaandhasbeenrecognizedasaverysignificantfactorformanyyears.TheCalifornianeconomyincludesHollywood(entertainment),LosAngeles(tourism),theCentralValley(agriculture:Californiaistheworld'sfifthlargestsupplieroffoodandagriculturalproducts),SiliconValley(computers,hightechnology)andwineproduction.Differenttables(2002–2008)putCaliforniaasbetweentheworld'sseventhtotenthlargesteconomies,roughlythatofSpainorItaly.Thisstateisresponsiblefor13%oftheUS'grossdomesticproduct(GDP)butitexperiencedasevereeconomicdownturnin2008.Still,industryandmanufacturingrelatedtoInternetactivitieshavebeendevelopingtobalanceagriculturaloutput.3.Todaystudentsareumbilicallylinkedtotheirparents…(Para7)Simplyitmeansstudentsarecloselyandtightlylinkedtotheirparents.4.obscureliteratureormusic(Para7)Theseareworkswhicharenotwell–knownorhardlyknown,andperhapsdifficulttounderstand.Thewriterissayingthatinthe1960sstudentswenttocollegetofindfriendswithsimilarinterests,tastesoropinionstodiscusssuchworks,butnowinthecommunicationsrevolutionsuchdiscussionscanbeheldelectronically.5."Blisswasitinthatdawntobealive,Buttobeyoungwasveryheaven!"(Paras8–9)ThemajorEnglishromanticpoet,WilliamWordsworth(1770–1850)wrotethesewordsabouttheearlydays(the"dawn")oftheFrenchRevolution.HehadlivedinFranceandwasimpressedbytheRevolutionbutonhisreturntoEnglandhefoundthatmanypeoplewhohadsupporteditchangedtheirmindswhentheysawthemassacres(killings)thathappenedlater.Thesewordstrytocatchthespiritoftheenthusiasts:Itwascompletehappiness("bliss")tobealiveintheRevolution,buttobeyoungwasevenbetter.Itwasperfect,likeinparadise("veryheaven").Thepost-everythinggenerationFrankThomasisasophomoreatPrinceton,majoringinliterarytheory.Hehopestobecomeahumanrightslawyer.1IneverhopedtounderstandthenatureofmygenerationorhowAmericancollegesarechangingbygoingtoLitTheoryclasses.Thisistheclasswhereyoulookcool,abitsleepyfromtoomanylatenightsandwearingaT-shirtwithsomeironiccommentsuchas"Beenthere,donethatandyes,thisIStheT-shirt".That'showIspentmytimeonthecourse,strugglingthroughdifficultsubjectslikegendertheoryandpost-colonialism,andatthesametimecheckingmyiPodforsomethinggoodtolistento.ButwhenIstartedtostudypostmodernism,somethingclickedandmademesitupandtakeafreshlookatcollegelife.2Sowhatispostmodernism?Hardtosay,almostbydefinitionitcan'tbedefined...it'sjustkindofnegativeandagainsteverythingthatcamebeforeit.Andthatmakesitdifficulttoseewhatitis.Thetermwasfirstusedin1949,butnoonehasyetdecidedwhatpostmodernattitudesmeanforthefutureofcultureorsociety.Yetforme,itmademecurious,because"postmodern"seemedtodescribemycool,sleepyandironic,T-shirtwearingfriends.3We're"post"insomanyways,post-ColdWar,post-industrial,post-babyboom,post-9/11.We'reagenerationthatcomesfromwhathasbeencalledtheshortcentury(1914—1989),attheendofacenturyofwarandrevolutionwhichchangedcivilizations,overthrewrepressivegovernments,andleftuswithextraordinaryopportunitiesandprivilege,morethananygenerationbefore.4Andyetwhatdowedo?Dowerevoltandrebel,likeallstudentsofgenerationsbefore?Dowetaketothestreetsandchant,"We'renotleavinguntilweseechange"?No,wedotheopposite,wegotowar,andwedon'taskwhy,wegiveupourcivilliberties,andwewatchdeathanddestructionontheeveningnewseveryday.5Atcollege,wesignpetitions,joinorganizations,signupformailinglists,wearourLiveStrongbracelets,andwatchLiveAidandLiveEarthonthetelevision—gototheconcertseven,ifwecangetthetickets.Butwhatdowestandfor?Likeatruepostmoderngeneration,wehavenowaytodescribeourpoliticalcommitment,wehavenoinspirationalcharacters,wehavenophilosophy,wehavenodirectionortheme.We'reonlydefinedbywhatcamebeforeus,we'rethegenerationoftheCheGuevaraT-shirt.6It'samovementwhichappearstoencourageindividualstoassertthemselvescollectively.Itseemstobewaitingfortherevolution.Andasyoungpeople,we'reexpectedtobeangrybecausethat'swhatyoungpeopledo.7Buthowdowerebelagainstourparents'generationwhichisnostalgicforrevolution?Howdowerebelagainstparentswhosometimeswantrevolutionmorethanwedo?Wedon't.Werebelbynotrebelling.8Therealenergyisnotonthecampus,it'sontheInternet.Itprovidesuswithadevelopingopportunitytocommunicateideasandfrustrations.Wedon'tdodemonstrationsanymore,wegotochatrooms,insteadofgoingontothestreets.9TheAmericancollegeasweusedtoknowitiscomingtoanend.Tomygeneration,radicalismisassociatedwithal-Qaeda,nottheWeathermen."Campustakeover"soundslesslikeBerkeley1968,morelikeVirginiaTech2007.Theresonanceofthewordsbelongstoanothereraanddoesn'treflecttherealitiesoftoday.10Butthetechnologicalrevolutionisjustasrealandjustasprofoundastherevolutionofthe1960s—it'sjustnotasobvious.It'sworkinprogress,butit'sthere.Perhapswhenourparentsstoppointingouteverythingtheywereandeverythingwe'renot,maybethey'llseethatthepost-everythinggenerationisspeakingalanguagewhichmakessense.We'rewritingtherevolution,andwe'reusingourownwordstodoso.1.2后一切的一代弗兰克•托马斯是普林斯顿大学二年级学生，主修文学理论专业。他希望当人权律师。我从没指望通过上文学理论课来了解我这一代人的特征，或了解美国大学在如何变件T恤衫，这就是那件T恤衫‖或诸如此类带有揶揄意味的殖民主义这样艰当我开始学后习现代主时候，我突然咔嗒一声开了窍。我提起精神，开始重新审视大学生活。化。这门课是让你在课堂上扮酷的——带着一丝熬夜太多的困劲儿，穿着一上面印着―去过那儿，俏皮话。我是边用我的iPod检索着好听的音乐。可是干过那事儿，对，这样在课上消磨时间的：一边费力地听着性别理论和后深的话题，一义的那么，什么是后现代主义呢？很难说，从定义角度来说，后现代主义几乎是无法定义的……就是有点儿否定和反对先前的一切的意思。这就让人很难看清它究竟指的是什么。这一术语于1949年被首次使用，可是迄今为止还没有人能断定，对于文化或社会的未来，后现代态度究竟意味着什么。但对我来说，它令我感到好奇，因为后现代似乎说的正是我那些酷劲十足、困兮兮的和冷嘲热讽、穿T恤衫的朋友们。我们在很多方面都是―后‖的：后冷战、后工业时代、后生育高峰、后9.11。我们自所谓的短世纪（1914-1989），它改变了人们留下了非同寻的常机会和特权。我们所得机会与特权比从前任何一代人都要多。这一代人来生于其后期。这个世纪充满了战争和革命，类文明，推翻了强权政府，给我到的可是我们在干什么呢？像历代大学生那样去造反、叛逆吗？在街上一遍又一遍地高喊―不看到变化，我们决不离开‖吗？不，我们做着相反的事情：我们去参战，根本不问；我们放弃自己的公民自由权；我们每天在晚间新闻中观看破坏和死亡。为什么在大学里，我们在请愿书上签名，加入各种组织，把自己的名字添加到各种邮件通讯录中，戴为癌症研究义捐的标志腕带，观看电视转播的为非洲饥民募捐明星义演音乐会和为全球气候危机募捐明星义演音乐会——甚至去音乐会现场，假如能搞到票的话。表什么呢？就像真正的后现代一代那样，我们无法描述我们的政治抱负，我们没有可以激发灵感、鼓舞斗志的领袖人物，我们没有哲学，我方向或主题。我们只是被我们之前的一切所定义，我穿切•格瓦拉T恤衫的一代。可是我们代们没有们是这是一场运动，好像是鼓励个人集体地表现自我，似乎是在等待革命。作为年轻轻人的正常行为。人，人们期待我们愤怒，因为那是年但是，我们如何反叛怀念革命的父母一代？我们如何去反叛有时候比我们更想闹革命的父母？我们不反叛。不反叛就是我们的反叛。我们真正的精力不是放在校园里，而是放在互联网上。它给我们提供了一个不断发展的交流思想和受挫感的机会。我们不再游行示威；我们不再到街上去，我们去聊天室。我们以往所知的美国大学即将终结。对我这一代人来说，地‖组织，而不是―气象员‖组织。―校园接管‖听起来不大像1968年的伯克利分校，更像2007年的弗吉尼亚州理工学院。歌词的寓意则属于另一个时代，并不反映当今的现实。与激进主义相关的是―基可是，科技革命就像20世纪60年代的已。它是正在推进中的未完成的事业，但它实实在在地存在。也许等到我再说他们样样都好而我们一无是处时，他们或许会明白，后一切的一代说的话也有一定义。我们在书写革命，我自己的语言书写革命。革命一样真实而深刻——只是不那么明显而们的父母不的意们在用Languagepoints1.Thepost-everythinggeneration(Title)Post-isaprefixmeaning"afterorlaterthan".Forexample,post-ColdWarreferstotheperiodaftertheunfriendlyrelationsthatexistedbetweenthethenSovietUnionandtheUnitedStates(1945–1990).Expressionsformedwiththeprefixinthepassageinclude:post-colonialism,postmodern,postmodernism,post-industrial,post-babyboom,post-9/11.Anironyinthetitle,Thepost-everythinggeneration,isthatitmeansafterallthese"posts":post-post.2."Beenthere,donethatandyes,thisIStheT-shirt."(Para1)ThisisacommentonT-shirtcultureamongstudents:ManystudentswearT-shirtswithwordsorslogansasawaytoproclaimwheretheyhavebeen(placeslikeLondon,theAmazonRainforestortheNorthPole)orthingsthattheyhavedone(achievementslike"IfinishedtheLondonMarathon"or"IclimbedtheGreatWall").However,thisonemakesanironiccommentonsuchslogans,with"Beenthere"(somewhere,anywhereoreverywhere),"Donethat"(donesomething,anythingoreverything),"andyes"(believeitornot,butIcanconfirmit),"thisIStheT-shirt"(capitalstoemphasizethatthisreallyistheT-shirtsouvenir).3.…somethingclicked…(Para1)Ifsomethingclicks,itmeansthatyousuddenlyunderstandit.4.…whathasbeencalledtheshortcentury(1914–1989)…(Para3)ThisisareferencetotheBritishMarxisthistorianEricHobsbawm'sbook,TheAgeofExtremes(1994)whichdescribestheyears1914–1989as"theshortcentury"(1798–1914was"thelongnineteenthcentury").Theshort20thcenturyinthisanalysisincludestheFirstWorldWar,theRussianRevolution,theGreatDepressionandthecollapseoftheinternationaleconomy,theSecondWorldWar,theperiodofdecolonization,andtheColdWar.5.…we'rethegenerationoftheCheGuevaraT-shirt.(Para5)TheCheGuevaraT-shirtcamefromaphototakenin1960byAlbertoKorbainCuba.Hecalledthephoto"Aheroicfighter,angryandsad".ThiswasredesignedforaposterbyJimFitzpatrickinthelate1960sandthenmadeintoaT-shirtdesign.KorbaandFitzpatrickdeliberatelydidnotcopyrighttheirworkbecausetheywantedtheimagetospreadeasilyinatimeofrebellionandrevolution.TheCheGuevaraT-shirtimagewaspopularbecausemanypeoplewantedchangeanditwasvariouslyinterpreted:fromanticapitalisttoanti-war,fromarmedstruggleandindigenousrevolutiontoanti-globalization.6."Campustakeover"soundslesslikeBerkeley1968…(Para9)In1968studentsinanumberofuniversitycampusesintheUSdemonstratedagainstracismandtheVietnamWar.Theywantedtofindapublicvoicethroughparticipation,sotheyprotestedinnon-violentwaysthrough"walk-outs"(leavingclasses),"sit-ins"(sittinginbuildingsandrefusingtoleave),and"take-overs"(occupyingbuildingsfordays).Policeeventuallyremovedthestudents,insomecaseswithviolence.The"take-overs"shockedmanyAmericansandledtosomesocialchanges.7.It'sworkinprogress,butit'sthere.(Para10)Workinprogressmeansthatsomethingisdevelopingormovingforwardbutitisnotfinishedorcompletedyet.Hereitmeanstechnologicalrevolutionisindeedinprogress.8.Perhapswhenourparentsstoppointingouteverythingtheywereandeverythingwe'renot…(Para10)Thewriterbelievesthatthepreviousgenerationofhisparentswhowerestudentsinthelate1960sor1970skeeppointingoutwhattheywereintheirtimecontrastedwithwhatthepresentgenerationisnot.Thatis,theparentswerecommittedtorevolutionorchangewhiletheirchildrenarenot.2.1Howempathyunfolds1ThemomentHope,justninemonthsold,sawanotherbabyfall,tearswelledupinherowneyesandshecrawledofftobecomfortedbyhermother,asthoughitwereshewhohadbeenhurt.And15-month-oldMichaelwenttogethisownteddybearforhiscryingfriendPaul;whenPaulkeptcrying,MichaelretrievedPaul'ssecurityblanketforhim.Boththesesmallactsofsympathyandcaringwereobservedbymotherstrainedtorecordsuchincidentsofempathyinaction.Theresultsofthestudysuggestthattherootsofempathycanbetracedtoinfancy.Virtuallyfromthedaytheyareborninfantsareupsetwhentheyhearanotherinfantcrying—aresponsesomeseeastheearliestprecursorofempathy.2Developmentalpsychologistshavefoundthatinfantsfeelsympatheticdistressevenbeforetheyfullyrealizethattheyexistapartfromotherpeople.Evenafewmonthsafterbirth,infantsreacttoadisturbanceinthosearoundthemasthoughitweretheirown,cryingwhentheyseeanotherchild'stears.Byoneyearorso,theystarttorealizethemiseryisnottheirownbutsomeoneelse's,thoughtheystillseemconfusedoverwhattodoaboutit.InresearchbyMartinL.HoffmanatNewYorkUniversity,forexample,aone-year-oldbroughthisownmotherovertocomfortacryingfriend,ignoringthefriend'smother,whowasalsointheroom.Thisconfusionisseentoowhenone-year-oldsimitatethedistressofsomeoneelse,possiblytobettercomprehendwhattheyarefeeling;forexample,ifanotherbabyhurtsherfingers,aone-year-oldmightputherownfingersinhermouthtoseeifshehurts,too.Onseeinghismothercry,onebabywipedhisowneyes,thoughtheyhadnotears.3Suchmotormimicry,asitiscalled,istheoriginaltechnicalsenseofthewordempathyasitwasfirstusedinthe1920sbyE.B.Titchener,anAmericanpsychologist.Titchener'stheorywasthatempathystemmedfromasortofphysicalimitationofthedistressofanother,whichthenevokesthesamefeelingsinoneself.Hesoughtawordthatwouldbedistinctfromsympathy,whichcanbefeltforthegeneralplightofanotherwithnosharingwhateverofwhatthatotherpersonisfeeling.4Motormimicryfadesfromtoddlers'repertoireataroundtwoandahalfyears,atwhichpointtheyrealizethatsomeoneelse'spainisdifferentfromtheirown,andarebetterabletocomfortthem.Atypicalincident,fromamother'sdiary:5Aneighbor'sbabycriesandJennyapproachesandtriestogivehimsomecookies.Shefollowshimaroundandbeginstowhimpertoherself.Shethentriestostrokehishair,buthepullsaway.Hecalmsdown,butJennystilllooksworried.Shecontinuestobringhimtoysandtopathisheadandshoulders.6Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople'semotionalupsets,withsome,likeJenny,keenlyawareandotherstuningout.AseriesofstudiesbyMarianRadke-YarrowandCarolynZahn-WaxlerattheNationalInstituteofMentalHealthshowedthatalargepartofthisdifferenceinempathicconcernhadtodowithhowparentsdisciplinedtheirchildren.Children,theyfound,weremoreempathicwhenthedisciplineincludedcallingstrongattentiontothedistresstheirmisbehaviorcausedsomeoneelse:"Lookhowsadyou'vemadeherfeel"insteadof"Thatwasnaughty".Theyfoundtoothatchildren'sempathyisalsoshapedbyseeinghowothersreactwhensomeoneelseisdistressed;byimitatingwhattheysee,childrendeveloparepertoireofempathicresponse,especiallyinhelpingotherpeoplewhoaredistressed.同感是怎样表露的霍普才九个月大，一见到另一个婴儿摔倒，泪水就涌了出来。她爬到妈妈身边寻求安慰，就好像是她自己摔疼了。15个月大的迈克尔去把自己的玩具熊拿来给正在大哭的朋友保罗；保罗不停地大迈克尔替保罗捡回他的安乐毯。这些小小的表哭的时候，示同情和关爱的举动都是接受过记录同感行为训练的母亲们观察到的。这项研究的人的婴儿期。实际上，从出生的那天起，婴儿在听到时候就会感到不安——有些人认为结果表明，同感的根源可以追溯到其他婴儿哭闹的这种反应是同感的最初先兆。成长心理学家发现，甚至在充分意识到自己是独立于其他人而存在之前，婴儿就感受到了同情的苦恼。甚至在出生后几个月，婴儿就会对周围人的孩子哭也跟着哭。到了一岁左右，他们事情似乎还是感到不知所措。烦躁不安做出反应，就好像他们自己的烦躁不安一样，看到别的开始意识到痛苦不是他们的，而是别人的，可是他们对这样的例如，在纽约大学的马丁•L.霍夫曼所做的一项研究中，一个一岁的孩子把自己的妈妈拉过来安慰哭闹的朋友，却忽视了同在一室的朋友的妈妈。这样的困惑在其他一岁大的孩子身上也能看到痛苦，也许是为了更好地理解他们的感受。例如，如果别的婴儿伤了手指，一个一岁大的孩子就会把自己的手指放进嘴里，看看自否也感觉到痛。看到自己的妈妈哭，婴儿即使没有眼泪，也会擦拭自己的眼睛。，他们模仿别的孩子的己是这种所谓的运动神经模仿就是年代由美国心理学家E.B.铁钦纳首次使用。铁钦纳的理论是：同感的一种身体模仿；这种模仿继而在自身引起同。他当时在寻找一个与同情有所区别的词；同情是针对他人的一般困境而发的，无须分担他人的任何感受―同感‖的原始技术含义，而―同感‖这个词于20世纪20发自对他人痛苦样的心理感受。小孩两岁半渐渐不再有运动神经模仿行为，那时他们会意识到别人的痛苦与自己的不同，会更有能力安慰别人。下面是摘自一位母亲日记里的典型事例：邻居家的婴儿哭了，珍妮走上前去，试图给他一些小甜饼。她跟着他转，开始带着哭腔低声自言自语。然后她试图抚摸他的头发，可是他躲开了……他平静下来，但是珍妮仍然面带忧色。她继续给他拿来玩具，轻拍他的头和肩膀。在这个年龄，幼儿对于他人感情身受，有些则不予理睬。美国国家心理健康研究所的玛丽安•拉德克－亚罗和卡罗琳•察恩－瓦克斯勒所做的一系列研究表明，这种在同感关注方面的差异大部分与父母怎样教养子女有关。她们发现，如果在家教中让孩子特别注意他们的恶作剧给别人造痛苦，比如对孩子说―瞧你让她多伤心啊‖，而不是说―你真调皮‖，孩子就比较有同感心。她们也发现，观看别人遇到痛苦时其他人的反应，儿童的同感心也会受到影响。通过模仿亲眼所见，儿童能培养出一套同感，尤其是在帮助那些痛苦的波动的总体敏感度开始有所不同，有些像珍妮一样，感同成的反应行为人的时候。Languagepoints1....MichaelretrievedPaul'ssecurityblanketforhim.(Para1)Asecurityblanketisablanketwhichababyorsmallchildusesforcomfort;somechildrenfeelmoresecurewhentheyholdsuchaspecialblanket,becausetheblanketisfamiliarandhasacomfortingfeelorsmell.Someparentstendtogivethebabyatoyorathingthatisassociatedwithcomfortwhenthebabyisindistress.Forexample,intheWestsomeparentsuseadummy(aplasticorrubberobjectforbabytosuck)tocomfortbabieseventhoughsomedoctorsadviseagainstusingadummybecauseitmayhavealong-termnegativeeffect.2.Motormimicryfadesfromtoddlers'repertoire…(Para4)Youngchildrenimitatetheactionsofthoseinpainordistress,apparentlyasawaytofeelandunderstanditinakindofempathy.Thisimitation(mimicryorcopying)ofothers'movementsandactionsgraduallybecomeslessintherangeoftheseyoungchildren'swaysofbehaving.3.Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople'semotionalupsets,withsome,likeJenny,keenlyawareandotherstuningout.(Para6)Ataroundtheageoftwoandahalfsomechildrenbecomeawareofotherpeople'semotionsofsadness,worryoranger,whileothersstoppayingattentiontosimilaremotions:Inthiswaythechildrenstarttodevelopinseparatedirectionsregardinghowtheyaresensitivetoothers'emotions.Tuneoutmeanstostoplisteningtosomethingorsomeone,ietoignorethesoundandnotpayanyattention.2.2ThisisSandy1Iloveitwhenmyfriendsintroducemetonewpeople,althoughIneverleton.Ilovetheproudandhonorableexpressiontheywearwhentheysay"ThisisSandy—she'sdeaf",asifIwereevidenceoftheirbenevolence.Ialsolovethesplit-secondshockedexpressiononthenewpeople,thehastysmilesandtheirbestimitationsofwhattheythinkofastheir"normalfaces".IftheydotheritualwellenoughIturnmyheadeversoslightlyandtuckmyhairbehindoneofmyears,whicheverone'sclosertothem.Theyneverfailtosaysomethingniceaboutmypinkhearingaids,whilemyregularfriendsbeamon.2I'mthinkingofstartingahearingaidcollection,actually.They'dmakebetteraccessoriesthanearrings.Ioncesawacatalogforclip-onhearingaidsandhearingaidcovers,andtheproductsweremostdefinitelyfashionstatementsinvariousshapesandhues.It'dbeliketheexquisitelyexpensivehandbagEsther'sdadgotherwhenwewereinhighschool.Therestofuscouldonlyadmire,butcouldnotimitate,becauseourdadsweren'trichenoughtospoilusthatway.Andnow,onlyIcanwearhearingaids.Myfriendscandonothingbutgush.3Tobehonest,Iquitelikemydeafness.Itwasn'teasythefirstfewyearsafterthecaraccidentandthestupidexplodingairbag,butnowit'sbecomesomethingthatmakesmespecialamongmyfriends.Noneofmyclosefriendsarehearing-impaired,simplybecauseIwasn'tborndeaf.BythetimeIlostmyhearing,I'dalreadyaccumulatedafixedcircleofpeople,andtheymostlyrushedtoparticipateinthedrama.4Youknowhowwhenyoutalkaboutyourfriends,yourefertothemasDrewtheBartender,CaroltheFeminist,GregtheGuyWhoCanKnotaCherryStemwithHisTongueandsoon?I'mSandytheDeafGirl.Ilikeit.Idon'thaveanyotherparticularlyoutstandingtraitsorskills.Neverdid.5It'smorethanjuststandingout,too.I'msurealotofimportanteventsinmylifewouldn'thavehappenedorworkedoutquitethesamewayifIweren'twearingpinkhearingaids.Forexample,thethingwithColin.6IfirstmetColinatanapartmentparty.WhenCaroltheFeministintroducedustoeachother,Ituckedmyhairbehindbothmyearsandleanedcloser,notbecausehedidtheritualparticularlywell,butbecausehewasastud.Youshouldhaveseenhisrecoverysmileaftertheinevitablesurprise.7Wewentinsearchofdrinksafterthehandshakes,andsomewherebetweenwhatwasfunctioningasthewinebarandthecouch,welostCarol.8"Doyouusuallyreadlipslikethis?Ordoyousigntoo?"heaskedafterawhile.9"Imostlyjustreadlipsbecauseitwaseasiertopickupthansigning,althoughthat'snottheonlyreasonIwasstaringatyourlips,"Itoldhim.10Helaughed.Wetalkedmore,andthenthehostuppedthemusicvolumeanddimmedthelightsforthe"dancefloor",andIhadtoleaninmuch,muchclosertobeabletocontinuereadinghislipsinthesemidarkness.AndreadhislipsIdid.11Wedidtheusualandexchangednumbers,andaweeklaterColindidtheunthinkableandcalled.Wewentout,satisfiedourselvesthattheotherpersonstilllookedgoodinsoberdaylight,andreadmorelips.WithintwomonthsColinandIweredating.这位是桑迪我的朋友向生人介绍我的时候，虽然我嘴上从不说什么，但我心里喜欢得很。我喜欢他们说―这位是桑迪——她是聋子‖的时候脸上那副骄傲和荣耀的表情，就好像我证明了他们的仁德善心一样。我也喜欢生人脸上那瞬间的震惊表情、匆忙的微笑和他们竭力装出的―正常脸色‖。如果他们这套仪式做得够好，我就会微微转过头，把头发掖到离他们较近的那只耳朵后面。他们总会说些好话，夸我的粉红色助听器，我的朋友们则在一旁灿烂地微笑。实际上，我在考虑开始收藏助听器。它们是比耳环更好的首饰。我曾经看到过一款―一夹得‖带罩助听器的广告图片，产品有各种各样的形状和颜色，绝对时髦。那就像我们上高中的时候，埃斯特的爸爸给她买的精美昂贵的手提包一样。那时，我们其他人只有羡慕的份儿，却无法仿效，因为我们的老爸没那么多钱去娇惯我们。而现在，只有我能戴助听器。朋友们也就只有羡慕的份儿了。说实话，我挺喜欢耳聋的。在那次车祸和愚蠢的安全气囊破裂之后的头几年，日子不好过，但是现在，耳聋让我在朋友中显得很特别。我的好朋友没有一个是听力残障的，因为我不是天生耳聋，在我失去听觉的时候，我已经有了一个固定的朋友圈。他们中的多数人都热心积极地参加这场―表演‖。你知道，在你谈论朋友时，你会把称他们为―酒吧侍者德鲁―能用舌头给樱桃梗打结的家伙格雷格‖等等。我是―聋女桑迪‖