111003高级英语（研究生）学习通超星期末考试答案章节答案2024年

111003高级英语（研究生）学习通超星期末考试章节答案2024年PeerPressureHasaPositiveSideA)Parentsofteenagersoftenviewtheirchildren'sfriendswithsomethinglikesuspicion.Theyworrythattheadolescentpeergrouphasthepowertopushitsmembersintobehaviorthatisfoolishandevendangerous.Suchwarinessiswellfounded:statisticsshow,forexample,thatateenagedriverwithasame-agepassengerinthecarisathigherriskofafatalcrashthananadolescentdrivingaloneorwithanadult.B)Ina2005study,psychologistLaurenceSteinbergofTempleUniversityandhisco-author,psychologistMargoGardner,thenatTemple,divided306peopleintothreeagegroups:youngadolescents,withameanageof14;olderadolescents,withameanageof19;andadults,aged24andolder.Subjectsplayedacomputerizeddrivinggameinwhichtheplayermustavoidcrashingintoawallthatmaterializes,withoutwarning,ontheroadway.SteinbergandGardnerrandomlyassignedsomeparticipantstoplayaloneorwithtwosame-agepeerslookingon.C)Olderadolescentsscoredabout50percenthigheronanindexofriskydrivingwhentheirpeerswereintheroom—andthedrivingofearlyadolescentswasfullytwiceasrecklesswhenotheryoungteenswerearound.Incontrast,adultsbehavedinsimilarwaysregardlessofwhethertheywereontheirownorobservedbyothers."Thepresenceofpeersmakesadolescentsandyouth,butnotadults,morelikelytotakerisks,"SteinbergandGardnerconcluded.D)Yetintheyearsfollowingthepublicationofthisstudy,Steinbergbegantobelievethatthisinterpretationdidnotcapturethewholepicture.Asheandotherresearchersexaminedthequestionofwhyteensweremoreapttotakerisksinthecompanyofotherteenagers,theycametosuspectthatacrowd'sinfluenceneednotalwaysbenegative.Nowsomeexpertsareproposingthatweshouldtakeadvantageoftheteenbrain'skeensensitivitytothepresenceoffriendsandleverageittoimproveeducation.E)Ina2011study,SteinbergandhiscolleaguesturnedtofunctionalMRI(磁共振)toinvestigatehowthepresenceofpeersaffectstheactivityintheadolescentbrain.Theyscannedthebrainsof40teensandadultswhowereplayingavirtualdrivinggamedesignedtotestwhetherplayerswouldbrakeatayellowlightorspeedonthroughthecrossroad.F)Thebrainsofteenagers,butnotadults,showedgreateractivityintworegionsassociatedwithrewardswhentheywerebeingobservedbysame-agepeersthanwhenalone.Inotherwords,rewardsaremoreintenseforteenswhentheyarewithpeers,whichmotivatesthemtopursuehigher-riskexperiencesthatmightbringabigpayoff(suchasthethrillofjustmakingthelightbeforeitturnsred).ButSteinbergsuspectedthistendencycouldalsohaveitsadvantages.Inhislatestexperiment,publishedonlineinAugust,SteinbergandhiscolleaguesusedacomputerizedversionofacardgamecalledtheIowaGamblingTasktoinvestigatehowthepresenceofpeersaffectsthewayyoungpeoplegatherandapplyinformation.G)Theresults:TeenswhoplayedtheIowaGamblingTaskundertheeyesoffellowadolescentsengagedinmoreexploratorybehavior,learnedfasterfrombothpositiveandnegativeoutcomes,andachievedbetterperformanceonthetaskthanthosewhoplayedinsolitude."Whatourstudysuggestsisthatteenagerslearnmorequicklyandmoreeffectivelywhentheirpeersarepresentthanwhenthey'reontheirown,"Steinbergsays.Andthisfindingcouldhaveimportantimplicationsforhowwethinkabouteducatingadolescents.H)MatthewD.Lieberman,asocialcognitiveneuroscientistattheUniversityofCalifornia,LosAngeles,andauthorofthe2013bookSocial:WhyOurBrainsAreWiredtoConnect,suspectsthatthehumanbrainisespeciallyskillfulatlearningsociallysignificantinformation.Hepointstoaclassic2004studyinwhichpsychologistsatDartmouthCollegeandHarvardUniversityusedfunctionalMRItotrackbrainactivityin17youngmenastheylistenedtodescriptionsofpeoplewhileconcentratingoneithersociallyrelevantcues(forexample,tryingtoformanimpressionofapersonbasedonthedescription)ormoresociallyneutralinformation(suchasnotingtheorderofdetailsinthedescription).Thedescriptionswerethesameineachcondition,butpeoplecouldbetterrememberthesestatementswhengivenasocialmotivation.I)Thestudyalsofoundthatwhensubjectsthoughtaboutandlaterrecalleddescriptionsintermsoftheirinformationalcontent,regionsassociatedwithfactualmemory,suchasthemedialtemporallobe,becameactive.Butthinkingaboutorrememberingdescriptionsintermsoftheirsocialmeaningactivatedthedorsomedialprefrontalcortex—partofthebrain'ssocialnetwork—evenastraditionalmemoryregionsregisteredlowlevelsofactivity.Morerecently,ashereportedina2012review,Liebermanhasdiscoveredthatthisregionmaybepartofadistinctnetworkinvolvedinsociallymotivatedlearningandmemory.Suchfindings,hesays,suggestthat"thisnetworkcanbecalledontoprocessandstorethekindofinformationtaughtinschool—potentiallygivingstudentsaccesstoarangeofuntappedmentalpowers."J)Ifhumansaregenerallygearedtorecalldetailsaboutoneanother,thispatternisprobablyevenmorepowerfulamongteenagerswhoareveryattentivetosocialdetails:whoisin,whoisout,wholikeswhom,whoismadatwhom.Theirdesireforsocialdramaisnot—ornotonly—awayofdistractingthemselvesfromtheirschoolworkorofdrivingadultscrazy.Itisactuallyaneurological(神经的)sensitivity,initiatedbyhormonalchanges.Evolutionarilyspeaking,peopleinthisagegroupareatastageinwhichtheycanpreparetofindamateandstarttheirownfamilywhileseparatingfromparentsandstrikingoutontheirown.Todothissuccessfully,theirbrainpromptsthemtothinkandevenobsessaboutothers.K)Yetourschoolsfocusprimarilyonstudentsasindividualentities.Whatwouldhappenifeducatorsinsteadtookadvantageofthefactthatteensarepowerfullycompelledtothinkinsocialterms?InSocial,Liebermanlaysoutanumberofwaystodoso.HistoryandEnglishcouldbepresentedthroughthelensofthepsychologicaldrivesofthepeopleinvolved.OnecouldthereforepresentNapoleonintermsofhisdesiretoimpressorChurchillintermsofhislonelygloom.Lessinherentlyinterpersonalsubjects,suchasmath,couldacquireasocialaspectthroughteamproblemsolvingandpeertutoring.Researchshowsthatwhenweabsorbinformationinordertoteachittosomeoneelse,welearnitmoreaccuratelyanddeeply,perhapsinpartbecauseweareengagingoursocialcognition.L)Andalthoughanxiousparentsmaynotwelcomethenotion,educatorscouldturnadolescentrecklessnesstoacademicends."Risktakinginaneducationalcontextisavitalskillthatenablesprogressandcreativity,"wroteSarah-JayneBlakemore,acognitiveneuroscientistatUniversityCollegeLondon,inareviewpublishedlastyear.Yet,shenoted,manyyoungpeopleareespeciallyunwillingtotakerisksatschool—afraidthatonelowtestscoreorpoorgradecouldcostthemaspotataselectiveuniversity.Weshouldassuresuchstudentsthatrisk,andevenpeerpressure,canbeagoodthing—aslongasithappensintheclassroomandnotinthecar.1.Theurgeoffindingamateandgettingmarriedaccountsforadolescents'greaterattentiontosocialinteractions.

2.Teenagers'parentsareoftenconcernedaboutnegativepeerinfluence.

3.Itisthoughtprobablethatth