[高三]revision 阅读理解(人教版)

    Marie Sklodowska seemed not to feel cold or hungry. Sometimes, during the cold winter months, in order not to buy coal, which cost money and sometimes because she didn’t want to take the time from her studies, she did not light the small fire. She continued her work without noticing that her fingers were getting stiff and her shoulders were shaking. Hot soup would have comforted her, but she did not know how to make it. Besides soup would have cost money, and above all. Soup would take time to prepare. So for days and days she had nothing but bread and butter and tea. Eating only this food, she became very thin and weak. Often her head seemed to turn round and round and sometimes she fell fainting.
    玛丽好像不会感到寒冷或者饥饿似的。有时，在寒冷的冬季期间为了不花钱买煤，也不想要占用自己的研究时间，她连小炉子也不生火。她继续工作着而不去理会手指已冻得僵硬并且肩膀正在摇晃。喝点热汤本来可使自己舒服一些，但是她不知道怎样熬汤。此外，煮汤还要花钱，最重要的是，烧汤还要花费时间准备。所以好多天来她只有黄油面包和和茶来充饥。 只吃这种食品，她变得非常瘦弱。这是经常发生的事，她头好像转个不停似的，有时她头昏目眩。

    For some time past it has been widely accepted that babies---and other creatures---learn to do things because certain acts lead to “rewards” and there is no reason to doubt that this is true. But it used also to be widely believed that effective rewards, at least in the early stages, had to be directly related to such basic physiological “drives” as thirst or hunger. In other words, a baby would learn if he got food or drink or some sort of physical comfort , not otherwise.

    自古以来人们普遍接受这种观点：婴儿或别的生灵学会做事情是由于某些行动得到了“回报”，也没有理由对这种真相表示疑问。但这也成了一种经久不衰的信条：有效地回报，至少在起步阶段，与生理上的“动机”诸如此类“饥渴”上的需要是直接有关。换言之，如果婴儿得到食品饮料或某种身体上的舒服，而不是别的，就会使他进入学习状态。

    It is now clear that this is not so. Babies will learn to behave in ways that produce results in the world with no reward except the successful outcome.

    显然现在再也不是这么回事。只要是世界上成功的偶像的方式而无需回报，婴儿们都会去学习仿效。
 
    Papousek began his studies by using milk in the normal way to “reward” the babies and so teach them to carry out some simple movements, such as turning the head to one side or the other. Then he noticed that a baby who had enough to drink would refuse the milk but would still go on making the learned response with clear signs of pleasure. So he began to study the children’s responses in situations where no milk was provided. He quickly found that children as young as four months would learn to turn their heads to right or left if the movement “switched on” a display of lights and indeed that they were capable of learning quite complex turns to bring about his result, for instance, two left or two right, or even to make as many as three turns to one side.

    借助使用牛奶以常规的方式对婴儿们施展“回报”，佩波塞克开始了研究，来教婴儿们执行一些简单的活动，如把头转向一边或另一边。接着他注意到一个喝足了牛奶的婴儿不肯喝了，但仍然充满喜悦地继续做着已学会的反应动作。所以他开始了研究在不提供牛奶的场合下孩子们的反应。他很快就发现到：只有四个月大的婴儿就能学会把头向左右转动，只要他们的动作能打开灯光的开关的话。他也发现婴儿们确实有能力学会相当复杂的转动来产生他所希望的结果，如两左转两右转，甚至向一个方向转动多达三次。

    Papousek’s light display was placed directly in front of the babies and he made the interesting observation that sometimes they would not turn back to watch the lights closely although they would “smile and bubble” when the display came on. Papousek concluded that it was not primarily the sight of the lights which pleased them, it was the success they were achieving in solving the problem, in mastering the skill, and that there exists a fundamental human nature to make sense of the world and bring it under intentional control.

    佩波塞克的“灯光闪烁”展示直接放在婴儿们的前面，接下去他进行了一次有趣的观察：有时候当展示进行时，婴儿们尽管“微笑着呀呀学语”，但他们不会回过头来密切地注视灯光。佩波塞克得出结论：看见使他们感到高兴的灯光不是至关重要的，而是在解决问题中所取得的成就，在解决问题中所掌握的技能才是最重要的；这结论也就是说，人类存在这样的基本天性，要使世界变得有意义并且加之有意的控制