雅思阅读真题题源-人文1.1 children's development language takes on new significance
雅思阅读考题回顾
雅思A类阅读考题回顾（第二季度）Passage 2 资料考证来源于维基百科/wiki/SS_Great_Eastern After repairs, she plied for several years as a passenger liner between Britain and America, before being conv erted to a cable-laying ship and laying the first lasting”Brunel worked for several years as assistant engineer on the project to create a tunn el under London's River Thames 题目配对tunnel under river Thames -- which Brune was not responsible for itThough ultimately unsuccessful, another of Brunel's interesting use of technical inno vations was the atmospheric railway 配对建成不久就停止运营那项吧Great Eastern was designed to cruise non-stop from London to Sydney and back (s ince engineers of the time misunderstood that Australia had no coal reserves), and she remained the largest ship built until the turn of the century. Like many of Brunel's am bitious projects, the ship soon ran over budget and behind schedule in the faceof a series of technical problems.great eastern 配对建设推迟了很对次和财务上不成功我配了两个Great Britain is considered the first modern ship, being built of metal rather than wood, powered by an engine rather than wind or oars, and driven by propeller rather than paddle wheel. 配对成为广泛认可的标准忘了这个是不是第一题的段落包含信息题了其他记不住了有个火车站什么的配对Brunel 影响了反对者这个乱配的Passage 3According to science fiction writer Robert A. Heinlein, "a handy short definition of almost all science fiction might read: realistic speculation about possible future events, based solidly on ade quate knowledge of the real world, past and present, and on a thorough understanding of the na ture and significance of the scientific method."Vladimir Nabokov argued that if we were rigorous with our definitions, Shakespeare's play Th e Tempest would have to be termed science fiction.Y/N/NG 第一题就纠结了题目是科幻小说很难下定义文中不是两种观点都有么但是自己答的Y 然后信息配对有一道是The Moon Is a Harsh Mistress is a 1966 science fiction novel by A merican writer Robert A. Heinlein, about a lunar colony's revolt against rule from Earth. 这门书貌似是配对它成功预测了人类登月Academic Reading 04/09/2010（，等考区）雅思阅读真题题源9.4号《九分达人》迷失的城CAMEL allows archaeologists to survey ancient cities without digging in the dirt, disturbing sitesLike a dromedary that cantravel a long distancewithout taking a drink ofwater, the OrientalInstitute’s CAMEL computerproject can traverse vast distances of ancient andmodern space withoutpausing for the usualrefreshment known best by archaeologists —digging in the soil. CAMEL (the Center forAncient Middle Eastern Landscapes) is at the leading edge of archaeology because of what it does not do and what it can do. First, it does not actually excavate. For a science based on the destructive removal of buried artifacts and an examination of them for meaning, CAMEL works in quite the opposite way: it aims to survey ancient sites and disturb them as little as possible.What CAMEL can do however, is remarkable. It organizes maps, aerial photography, satellite images and other data into one place, allowing archaeologists to see how ancient trade routes developed and to prepare simulations of how people may have interacted, given the limitations of their space, the availability of resources and the organization of their cities.CAMEL provides the wonderful opportunity “to see beyond the horizon,” said Scott Branting, Director of the project.Branting oversees the CAMEL project from a second-floor computer lab at the Oriental Institute. As he walks around, he shows off the dozen PCs that form the nucleus of the project, which invites faculty and students to pore through electronic images from throughout the Middle East. “;“The Near Eastern area is defined for the purposes of our collections as an enormous box stretching from Greece on the west to Afghanistan on the east, from the middle of the Black Sea on the north to the horn of Africa on the south,” he said as he turned on a computer to summon an image from the area.Up popped an aerial surveillance photograph taken for defense purposes during the Cold War. The image showed mounds on the surface of the steppe regions of modern Iraq, sites that are among the hundreds unexplored there Overlying aerial photographs show the ancient city wall at Kerkenes Dag in Turkey.that are potentially valuable sites for future excavation when archaeologists can safely return.“Because these images are images from the 1950s and 1960s, they show a terrain much different from what exists today,” he explained. Fields have covered much of the formally barren areas of the Middle East as irrigation has expanded farming. Sites that show up as mounds in photographs may today be leveled and hard to recognize. Some of the ancient material they contain, however, is still buried deep below the surface.Besides the aerial surveillance photographs, the collection includes some photographs taken by small planes in the early days of aerial photography.James Henry Breasted, founder of the Oriental Institute, was an early pioneer in the field and began taking photographs from a plane over sites in Egypt in 1920. Some of his early shots are a bit shaky, though, as he also experienced air sickness during that path-breaking effort.When the Oriental Institute launched an excavation in the 1930s at Persepolis in Iran, the art of aerial photography had progressed greatly, and stunning pictures of the ancient Persian capital helped demonstrate the scope of the city in a way nothing else could. Some of those photographs are on the walls of the Persian Gallery of the Museum of the Oriental Institute, and others are part of the CAMEL database.Oriental Institute scholars also used balloons rigged with cameras to catch overall shots of excavation sites.In addition to the aerial photographs, the collection also includes shots taken by NASA, Digital Globe and other organizations from satellites.Branting is in Turkey this summer working on a site that shows the value of nondestructive techniques such as those developed at CAMEL. He has been studying the ancient and mysterious city of Kerkenes Dag in central Turkey.The city, surrounded by a wall, is a square mile, huge by ancient standards, and is the largest preclassical site in Anatolia, the name for the ancient region that now includes Turkey. The city is about 30 miles from Hattusa, the capital of the ancient Hittite Empire.Although the city was an Iron Age site and was planned and built by powerful leaders capable of controlling a large work force, it is uncertain who held that power. Early scholars had speculated it may have been a rival to the Hittites, but a research team from the Oriental Instituteestablished in 1928 that the city was built sometime after the fall of the Hittites in about 1180 B.C.Geoffrey Summers of the Middle East Technical University in Ankara directed a new dig at the site beginning in 1993. Branting joined the project in 1995 as an Oriental Institute graduate student. Researchers from the Middle East Technical University and the Oriental Institute then joined efforts to work on the project together.From the beginning of the latest work at Kerkenes Dag, archaeologists have used nondestructive techniques to learn more about the site. Random trench work would probably not turn up much more information than was recovered in the 1928 Oriental Institute excavation, scholars have contended.“By employing a range of observational and remote sensing techniques across the entire area of the city, we have been able to fill in the blank spaces on an earlier map made by the Oriental Institute,” Branting said. The work, which includes the techniques used at CAMEL to map accurately a site with photographs, provided archaeologists a chance to work with a high degree of precision once digging began. Currently, another season of excavation is underway.“Since so much can be seen on the surface at Kerkenes Dag, this has proved to be a very effective technique,” Branting said.Global Positioning System technology has allowed scholars to record the minute topography of the entire ground surface within the site. “Never before in archaeology has this technique been undertaken on such a grand scale. The terrain model is the basis for ongoing work to produce a virtual reconstruction of the entire city, neighborhood by neighborhood, building by building,” he said.By using the techniques, the team was able to locate the gateway of the palace complex and find the first fragmentary inscriptions and reliefs to be recovered at the site. They have been able to date the site to the mid- to late-seventh century through the mid-sixth century B.C.Scholars believe the city may have been one referred to by Herodotus as Pteria, which was conquered by the Lydian King Croesus in a failed effort to block the advance of the Persian Empire.“If the equation of Kerkenes Dag with Pteria holds true, then we can even more precisely date the massive destruction of the city to around 547 B.C. and begin to underst and something of its international importance,” Branting said雅思阅读真题题源9.4号《九分达人》-----消费DematerializationUntil recently the role of consumption as a driving force for environmental change has not been widely explored. This may be due in part to the difficulty of collecting suitable data. The present chapter approaches the consumption of materials from the perspective of the forces for materialization or dematerialization of industrial products beyond the underlying and obviously very powerful forces of economic and population growth. Examination can occur on both the unit and the aggregate level of materials consumption. Such study may make it possible to assess current streams of materials use and, based on environmental implications, may suggest directions for future materials policy.The word dematerialization is often broadly used to characterize the decline over time in weight of the materials used in industrial end products. One may also speak of dematerialization in terms of the decline in “embedded energy” in industrial products. Colombo (1988) has speculated that dematerialization is the logical outcome of an advanced economy in which material needs are substantially satiated.1Williams et al. (1987) have explored relationships between materials use and affluence in the United States. Perhaps we should first ask the question: Is dematerialization taking place? The answer depends, above all, on how dematerialization is defined. The question is particularly of interest from an environmental point of view, because the use of less material could translate into smaller quantities of waste generated at both the production and the consumption phases of the economic process.But less is not necessarily less from an environmental point of view. If smaller and lighter products are also inferior in quality, then more units would be produced, and the net result could be a greater amount of waste generated in both production and consumption. From an environmental viewpoint, therefore, (de)materialization should perhaps be defined as the change in the amount of waste generated per unit of industrial products. On the basis of such a definition, and taking into account overall production and consumption, we have attempted to examine the question of whether dematerialization is occurring. Our goal is not to answer definitively the question whether society is dematerializing but rather to establish a framework for analysis to address this overall question and to indicate some of the interesting and useful directions for study. We have examined a number of examples even though the data are not complete.Undoubtedly, many industrial products have become lighter and smaller with time. Cars, dwelling units, television sets, clothes pressing irons,and calculators are but a few examples. There is, of course, usually a lower bound regarding how small objects such as appliances can be made and still be compatible with the physical dimensions and limitations of human beings (who are themselves becoming larger), as well as with the tasks to be performed.2 Apart from such boundary conditions on size and possibly weight of many industrial product units, dematerialization of units of products is perceived to be occurring.An important question is how far one could drive dematerialization. For example, for the automobile, how is real world safety related to its mass? In a recent study, Evans (1985) found that, given a single-car crash, the unbelted driver of a car weighing about 2,000 pounds is about 2.6 times as likely to be killed as is the unbelted driver of an approximately 4,000-pound car. The relative disadvantage of the smaller car is essentially the same when the corresponding comparison is made for belted drivers. For two-car crashes it was found that the driver of a 2,000-pound car crashing into another 2,000-pound car is about 2.0 times as likely to be injured seriously or fatally as is the driver of a 4,000-pound car crashing into another 4,000-pound car. These results suggest one of the reasons that dematerialization by itself will not be a sufficient criterion for social choice about product design. If the product cannot be practically or safely reduced beyond a certain point, can the service provided by the product be provided in a way that demands less material? lb return to the case of transportation, substituting telecommunications for transportation might be a dematerializer, but we have no data on the relative materials demand for the communications infrastructure versus the transportation infrastructure to meet a given need. In any case, demands for communication and transportation appear to increase in tandem, as complementary goods rather than as substitutes for one another.It is interesting to inquire into dematerialization in the world of miniaturization, not only the world of large objects. In the computer industry, for example, silicon wafers are increasing in size to reduce material losses in cutting. This is understandable if one considers that approximately 400 acres of silicon wafer material are used per year by IBM Corporation at a cost of about $100 million per acre. A processed wafer costs approximately $800, and the increase in total wafer area per year is about 10-15 percent. Although silicon wafers do not present a waste disposal problem from the point of view of volume, they are environmentally important because their manufacture involves the handling of hazardous chemicals. They are also interesting as an example of how the production volume of an aggressive new technology tends to grow because of popularity in the market. Moreover, many rather large plastic and metal boxes are required to enclose and keep cool the microchips madewith the wafers, even as the world's entire annual chip production might compactly fit inside one 747 jumbo jet. Thus, such new industries may tend to be simultaneously both friends and foes of dematerialization.The production of smaller and lighter toasters, irons, television sets, and other devices in some instances may result in lower-quality products and an increased consumer attitude to ”replace rather than repair.” In these instances, the number of units produced may have increased. Although dematerialization may be the case on a per-unit basis, the increasing number of units produced can cause an overall trend toward materialization with time. As an example, the apparent consumption of shoes, which seem increasingly difficult to repair, has risen markedly in the United States since the 1970s, with about 1.1 billion pairs of nonrubber shoes purchased in 1985, compared with 730 million pairs as recently as 1981 (Table 1).In contrast, improvements in quality generally result in dematerialization, as has been the case for tires. The total tire production in the United States has risen over time (Figure 1), following from general increases in both the number of registered vehicles and the total miles of travel. However, the number of tires per million vehicle miles of travel has declined (Figure 2). Such a decline in tire wear can be attributed to improved tire quality, which results directly in a decrease in the quantity of solid waste due to discarded tires. For example, a tire designed to have a service life of 100,000 miles could reduce solid waste from tires by 60-75 percent (Westerman, 1978). Other effective tire waste reduction strategies include tire retreading and recycling, as well as the use of discarded tires as vulcanized rubber particles in roadway asphalt mixes.Dematerialization of unit products affects, and is influenced by, a number of factors besides product quality. These include ease of manufacturing, production cost, size and complexity of the product, whether the product is to be repaired or replaced, and the amount of waste to be generated and processed. These factors influence one another as well (Figure 3). For example, the ease of manufacture of a particular product in smaller and lighter units may result in lower production cost and cheaper products of lower quality, which will be replaced rather than repaired on breaking down. Although a smaller amount of waste will be generated on a per-unit basis, more units will be produced and disposed of, and there may be an overall increase in waste generation at both the production and the consumption ends.Another factor of interest on the production end is scale. One would expect so-called economies of scale in production to lead to a set of facilities that embody less material for a given output. Does having fewer, largerplants in fact involve significantly less use of material (or space) than having more, smaller ones? At the level of the individual product, the shift from mainframe computers to personal computers, driven by desires for local independence and convenience, may also be in the direction of materialization.Among socioeconomic factors influencing society's demand for Mate- are the nature of various activities, composition of the work force, and income levels. For example, as a predominantly agricultural society evolves toward industrialization, demand for materials increases, whereas the transition from an industrial to a service society might bring about a decline in the use of materials. Within a given culture, to what extent are materials use and waste generation increasing functions of income?The spatial dispersion of population is a potential materializer. Migration from urban to suburban areas, often driven by affluence, requires more roads, more single-unit dwellings, and more automobiles with a consequent significant expansion in the use of materials. The movement from large, extended families sharing one dwelling to smaller, nuclear families may be regarded as a materializer if every household unit occupies a separate dwelling. Factors such as photocopying, photography, advertising, poor quality, high cost of repair, and wealth generally force materialization. Technological innovation, especially product innovation, may also tend to force materialization, at least in the short run. For example, microwave ovens, which are smaller than old-fashioned ovens, have now been acquired by most American households. However, they have come largely as an addition to, not a substitute for, previous cooking appliances. In the long term, if microwave ovens truly replace older ovens, this innovation may come to be regarded as a dematerializer. National security and war, styles and fashions, and fads may also function as materializers by accelerating production and consumption. Demand for health and fitness, local mobility, and travel may spur materialization in other ways.The societal driving forces behind dematerialization are, at best, diverse and contradictory. However, the result may indeed be a clear trend in materialization or dematerialization. This could be determined only through collection and analysis of data on the use of basic materials with time, particularly for industry and especially for products with the greatest materials demand. Basic materials such as metals and alloys (e.g., steel, copper, aluminum), cement, sand, gravel, wood, paper, glass, ceramics, and rubber are among the materials that should be considered. The major products and associated industries that would be interesting to study could well include roads, buildings, automobiles, appliances,pipes (metal, clay, plastic), wires, clothing, newsprint and books, packaging materials, pottery, canned food, and bottled or canned drinks.第一篇：1、达尔文进化论被拿来作鸟的研究拓展，动物多样性保护，是表格题，直接在文中找答案就行了2、T/F/NG。
children's play雅思阅读
Children's Play in Early Childhood Education1. IntroductionChildren's play is an essential aspect of early childhood education. It not only provides opportunities for children to learn and develop various skills, but also contributes to their social, emotional and cognitive development. In this article, we will explore the importance of children's play in early childhood education and discuss its benefits for young children.2. The Importance of Play2.1 Development of Cognitive SkillsPlay provides children with opportunities to explore, experiment and problem solve. Through play, children can develop their cognitive skills such as critical thinking, creativity, and imagination. For example, when children engage in pretend play, they are able to use their imagination to create different scenarios and roles, which in turn enhances their cognitive abilities.2.2 Social and Emotional DevelopmentPlay also plays a crucial role in the social and emotionaldevelopment of young children. When children engage in play activities with their peers, they learn important social skills such as sharing, cooperation, andmunication. Additionally, play allows children to express their emotions and feelings in a safe and supportive environment, which helps them develop emotional resilience and empathy.2.3 Physical DevelopmentPhysical play, such as running, jumping, and climbing, is essential for the physical development of children. It helps them develop their gross and fine motor skills, coordination, and balance. Moreover, physical play promotes a healthy and active lifestyle, which is important for children's overall well-being.3. Types of Play in Early Childhood Education3.1 Sensorimotor PlaySensorimotor play involves activities that engage children's senses and motor skills. This type of play includes activities such as playing with sensory materials (e.g. sand, water, playdough), exploring different textures, and engaging in movement-based activities. Sensorimotor play is important for children's sensory development and helps them make sense of the world aroundthem.3.2 Constructive PlayConstructive play involves activities that allow children to build, create, and manipulate objects. This type of play includes playing with building blocks, puzzles, and other constructive toys. Constructive play promotes children's problem-solving skills, spatial awareness, and creativity.3.3 Dramatic PlayDramatic play, also known as pretend play, is when children engage in role-playing and imaginative activities. This type of play allows children to explore different roles, relationships, and scenarios, which enhances their language and social skills. Dramatic play also helps children make sense of the world and express their thoughts and feelings.3.4 Cooperative PlayCooperative play involves activities in which children work together towards amon goal. This type of play includes games, sports, and collaborative projects. Cooperative play promotes teamwork,munication, and conflict resolution skills, and helps children develop positive social relationships with their peers.4. The Role of Educators in Supporting Children's Play4.1 Creating a Playful EnvironmentEducators play a crucial role in creating a playful and supportive environment for children's play. They can design the physical space to include a variety of play materials and areas for different types of play. Moreover, educators can incorporate open-ended materials that encourage children's creativity and imagination.4.2 Facilitating Play ExperiencesEducators can also facilitate play experiences by observing and interacting with children during play. They can ask open-ended questions, provide scaffolding, and extend children's play through meaningful conversations and interactions. By actively participating in children's play, educators can support children's learning and development.4.3 Valuing Children's PlayIt is important for educators to recognize the value of children's play and its significance in early childhood education. They should advocate for the importance of play andmunicate itsbenefits to parents, policymakers, and other stakeholders. Educators can also create opportunities for family involvement in children's play and encourage parents to support play at home.5. ConclusionIn conclusion, children's play is an integral part of early childhood education and provides numerous benefits for young children. It fosters their cognitive, social, emotional, and physical development, and enables them to explore, learn, and grow. Educators play a vital role in supporting children's play by creating a conducive environment, facilitating play experiences, and advocating for the value of play. By recognizing the importance of children's play, we can ensure that all children have the opportunity to engage in rich and meaningful play experiences that promote their overall well-being and development.。
雅思阅读真题题源-人文1.2 the brith of sicentific english
the brith of sicentific englishWorld science is dominated today by a small number of languages , including Japanese, German and French, but it is English which is probably the most popular global language of science(Introduce the topic: English as the language of science). This is not just because of the importance of English-speaking countries such as the USA in scientific research; the scientists of many non-English-speaking countries find that they need to write their research papers in English to reach a wide international audience. Given the prominence of scientific English today, it may seem surprising that no one really knew how to write science in English before the 17th century. Before that, Latin was regarded as the lingua franca for European intellectuals.麦考瑞雅思The European Renaissance( 指欧洲文艺复兴运动，运动提倡复古，召唤古希腊精神，所以这篇文章是按时间线索写的，Sub-topic: English Renaissance ) (c. 14th-16th century) is sometimes called the 'revival of learning', a time of renewed interest in the 'lost knowledge' of classical times. At the same time, however, scholars also began to test and extend this knowledge. The emergent nation states of Europe developed competitive interests in world exploration and the development of trade. Such expansion, which was to take the English language west to America and east to India, was supported by scientific developments such as the discovery of magnetism (and hence the invention of the compass), improvements in cartography and - perhaps the most important scientific revolution of them all - the new theories of astronomy and the movement of the Earth in relation to the planets and stars, developed by Copernicus (1473-1543).麦考瑞雅思England was one of the first countries where scientists adopted and publicised Copernican ideas with enthusiasm. Some of these scholars, including two with interests in language -John Wall's and John Wilkins - helped Found the Royal Society in 1660 in order to promote empirical scientific research. (这篇文章是谈科技英语的，所以在这里陈述了英国的科学作为铺垫, Sub-topic: Science in England )麦考瑞雅思Across Europe similar academies and societies arose, creating new national traditions of science (开始探讨科学语言的发展) . In the initial stages of the scientific revolution, most publications in the national languages were popular works, encyclopaedias, educational textbooks and translations. Original science was not done in English until the second half of the 17th century. For example, Newton published his mathematical treatise, known as the Principia, in Latin, but published his later work on the properties of light - Opticks - in English.麦考瑞雅思There were several reasons why original science continued to be written in Latin. (一开始占主导的是拉丁语，以下陈述原因)The first was simply a matter of audience . Latin was suitable for an international audience of scholars, whereas English reached a sociallywider, but more local, audience. Hence, popular science was written in English.麦考瑞雅思A second reason for writing in Latin may, perversely, have been a concern for secrecy. Open publication had dangers in putting into the public domain preliminary ideas which had not yet been fully exploited by their 'author' . This growing concern about intellectual properly rights was a feature of the period - it reflected both the humanist notion of the individual, rational scientist who invents and discovers through private intellectual labour, and the growing connection between original science and commercial exploitation. There was something of a social distinction between 'scholars and gentlemen' who understood Latin, and men of trade who lacked a classical education. And in the mid-17th century it was common practice for mathematicians to keep their discoveries and proofs secret, by writing them in cipher, in obscure languages, or in private messages deposited in a sealed box with the Royal Society. Some scientists might have felt more comfortable with Latin precisely because its audience, though inte national, was socially restricted. Doctors clung the most keenly to Latin as an 'insider language'.麦考瑞雅思A third reason why the wriling of original science in English was delayed may have been to do with the linguistic inadequacy of English in the early modern period. English was not well equipped to deal with scientific argument. First, it lacked the necessary technical vocabulary. Second, it lacked the grammatical resources required to represent the world in an objective and impersonal way, and to discuss the relations, such as cause and effect, that might hold between complex and hypothetical entities.麦考瑞雅思Fortunately (指示词，作者在转换话题) , several members of the Royal Society possessed an interest in language and became engaged in various linguistic projects. Although a proposal in 1664 to establish a committee for improving the English language came to little,the society's members did a great deal to foster the publication of science in English (英语开始受到重视) and to encourage the development of a suitable writing style. Many members of the Royal Society also published monographs in English. One of the first was by Robert Hooke, the society's first curator of experiments, who described his experiments with microscopes in Micrographia (1665). This work is largely narrative in style, based on a transcript of oral demonstrations and lectures.麦考瑞雅思In 1665 a new scientific journal, Philosophical Transactions, was inaugurated. (进一步发展，举例子) Perhaps the first international English-language scientific journal, it encouraged a new genre of scientific writing, that of short, focused accounts of particular experiments.The 17th century (近代科学英语的发展) was thus a formative period in the establishment of scientific English. In the following century much of this momentum was lost as German established itself as the leading European language of science. It is estimated that by the end of the 18th century 401 German scientific journals had beenestablished as opposed to 96 inFrance and 50 inEngland. However, in the 19th century scientific English again enjoyed substantial lexical growth as the industrial revolution created the need for new technical vocabulary, and new, specialised, professional societies were instituted to promote and publish in the new disciplines.。
剑桥雅思阅读 children's play
剑桥雅思阅读children's play阅读文章，回答1-4题。
Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she's creating an enchanting world. Although she isn't aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his 'teacher', she's practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she's learning about the need to follow rules and take turns with a partner.'Play in all its rich variety is one of the highest achievements of the human species,' says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. 'It underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.'Recognising the importance of play is not new over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-basedlearning have been developing since the 19th century.But we live in changing times, and White bread is mindful of a worldwide decline in play,pointing out that over half the people in the world now live in cities. The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,' he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents' increased wish to protect their children from being the victims of crime, and by the emphasis on 'earlier is better which is leading to greater competition in academic learning and schools.International bodies like the United Nations and the European Union have begun to develop policies concerned with children's right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on.The type of play we are interested in is child-initiated, spontaneous and unpredictable-but, as soon as you ask a five-year-old "to play", then you as the researcher have intervened' explains Dr Sara Baker. 'And we want to know what the long-term impact of play is. It's a real challenge.'Dr Jenny Gibson agrees,pointing out that although some of the steps in the puzzle of how and why play is important have beenlooked at, there is very little data on the impact it has on the child's later life.Now, thanks to the university’s new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.'A strong possibility is that play supports the early development of children's self-control,' explains Baker. 'This is our ability to develop awareness of our own thinking processes —it influences how effectively we go about undertaking challenging activities.' In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. 'This sort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.'If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.Gibson adds: 'Playful behaviour is also an important indicator of healthy social and emotional development. In my previousresearch, l investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neuro developmental disorders like autism.Whitebread's recent research has involved developing a play-based approach to supporting children's writing. Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one. Children wrote longer and better-structured stories when they first played with dolls representing characters in the story. In the latest study, children first created their story with Lego, with similar results. 'Many teachers commented that they had always previously had children saying they didn't know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.'Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, 'the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.' Now, the landscape is very different, with hotly debated topics such as school starting age.'Somehow the importance of play has been lost in recent decades. It's regarded as something trivial,or even as something negative that contrasts with "work". Let's not lose sight of its benefits, and thefundamental contributions it makes to human achievements in the arts,sciences and technology. Let's make sure children have a rich diet of play experiences.【题目】判断正误。
雅思考试真题：2012年12月1日雅思阅读A类回顾与点评
雅思考试真题：2012年12月1日雅思阅读A类回顾与点评achievement and achievement-related aspirations. Parental educational level is an important predictor of children’s education al and behavioral outcomes (Davis-Kean, 2005; Dearing, McCartney, & Taylor, 2002; Duncan, Brooks-Gunn, & Klebanov, 1994; Haveman & Wolfe, 1995; Nagin & Tremblay, 2001; Smith, Brooks-Gunn, & Klebanov, 1997). The majority of research on the ways in which parental education shapes child outcomes has been conducted through cross-sectional correlational analyses or short-term longitudinal designs in which parents and children are tracked through the child’s adolescent years. Our main goals in the current study were to examine long-term effects on children’s educational and occupational success of their parents’ educational level while controlling for other indices of family socioeconomic status and the children’s own intelligence, and to examine possible mediator s of the effects of parents’ education on children’s educational and occupational outcomes. Following theory and research on family process models (e.g., Conger et al., 2002; McLoyd, 1989), we expected that indices of family socioeconomic status, including parent education, would predict the quality of family interactions and child behavior. Next, based on social-cognitive-ecological models (e.g., Guerra & Huesmann, 2004; Huesmann, 1998; Huesmann, Eron, & Yarmel, 1987), we expected parental education, the quality of family interactions, and child behavior would shape, by late adolescence, educational achievement and aspirations for future educational and occupational success. Finally, following Eccles’ expectancy-value model (Eccles, 1993; Frome & Eccles, 1998), we predicted that late adolescent aspirations for future success would affect actual educational and occupational success in adulthood. We use data from the Columbia County Longitudinal Study, a 40-year developmental study initiated in 1960 with data collected most recently in 2000 (Eron, Walder, & Lefkowitz, 1971; Lefkowitz, Eron, Walder, & Huesmann, 1977; Huesmann, Dubow, Eron, Boxer, Slegers, & Miller, 2002; Huesmann, Eron, Lefkowitz, & Walder, 1984).Go to:Family Contextual Influences during Middle ChildhoodIn terms of socioeconomic status (SES) factors, the positive link between SES and children’s achievement is well-established (Sirin, 2005; White, 1982). McLoyd’s (1989; 1998) seminal literature reviews also have documented well the relation of poverty and low socioeconomic status to a range of negative child outcomes, including low IQ, educational attainment and achievement, and social-emotional problems. Parental education is an important index of socioeconomic status, and as noted, it predicts children’s educational and behavioral outcomes. However, McLoyd has pointed out the value of distinguishing among various indices of family socioeconomic status, including parental education, persistent versus transitory poverty, income, and parental occupational status, because studies have found that income level and poverty might be stronger predictors of children’s cognitive outcomes compared to other SES indices (e.g., Duncan et al., 1994; Stipek, 1998). Thus, in the present study, we control for other indices of socioeconomic status when considering the effects of parental education.In fact, research suggests that parental education is indeed an important and significant unique predictor of child achievement. For example, in an analysis of data from several large-scale developmental studies, Duncan and Brooks-Gunn (1997) concluded that maternal education was linked significantly to children’s intellectual outcomes even after controlling for a variety of other SES indicators such as household income. Davis-Kean (2005) found direct effects of parental education, but not income, on European American children’s standardized achievement scores; both parental education and income exerted indirect effects on parents’ achievement-fostering behaviors, and subse quently children’s achievement, through their effects on parents’ educational expectations. Thus far, we have focused on the literature on family SES correlates of children’s academic and behavioral adjustment. However, along with those contemporaneous lin ks between SES and children’s outcomes, longitudinal research dating back to groundbreaking status attainment models (e.g, Blau & Duncan, 1967; Duncan, Featherman, & Duncan, 1972) indicates clearlythat family of origin SES accounts meaningfully for educational and occupational attainment during late adolescence and into adulthood (e.g., Caspi, Wright, Moffitt, & Silva, 1998; Johnson et al., 1983; Sobolewski & Amato, 2005; for a review, see Whitson & Keller, 2004). For example, Caspi et al. reported that lower parental occupational status of children ages 3–5 and 7–9 predicted a higher risk of the child having periods of unemployment when making the transition from adolescence to adulthood. Johnson et al. (1983) found that mothers’ and fathers’ educational l evel and fathers’ occupational status were related positively to their children’s adulthood occupational status. Few studies, however, are prospective in nature spanning such a long period of time (i.e., a 40-year period from childhood to middle adulthood). Also, few studies include a wide range of contextual and personal predictor variables from childhood and potential mediators of the effects of those variables from adolescence.Go to:Potential Mediators of the Effects of Family Contextual Influences during Childhood on Adolescent and Adult OutcomesFamily process models (e.g., Conger et al., 2002; McLoyd, 1989; Mistry, Vanderwater, Huston, & McLoyd, 2002) have proposed that the effects of socioeconomic stress (e.g., financial strain, unstable employment) on child outcomes are mediated through parenting stress and family interaction patterns (e.g., parental depressed mood; lower levels of warmth, nurturance, and monitoring of children). That is, family structural variables such as parental education and income affect the level of actual interactions within the family, and concomitantly, the child’s behavior. It is well established within broader social learning models (e.g., Huesmann, 1998) that parents exert substantial influence on their children’s behavi or. For example, children exposed to more rejecting and aggressive parenting contexts, as well as interparental conflict, display greater aggression (Cummings & Davies, 1994; Eron et al., 1971; Huesmann et al., 1984; Lefkowitz et al., 1977) and the effects between negative parenting and child aggression arebi-directional (Patterson, 1982). Presumably, children learn aggressive problem-solving styles as a result of repeated exposure to such models, and in turn parents use more power assertive techniques to manage the child’s behavior.Researchers also have shown that behavioral problems such as early aggression impair children’s academic and intellectual development over time (e.g., Hinshaw, 1992; Huesmann, Eron, & Yarmel, 1987). Stipek (1998) has argued that behavioral problems affect young children’s opportunities to learn because these youth often are punished for their behavior and might develop conflictual relationships with teachers, thus leading to negative attitudes about school and lowered academic success. Thus, it is possible that low socioeconomic status (including low parental educational levels) could affect negative family interaction patterns, which can influence child behavior problems (measured in our study by aggression), and in turn affect lowered academic and achievement-oriented attitudes over time.Parent education and family interaction patterns during childhood also might be linked more directly to the child’s developing academic success and achievement-oriented attitudes. In the general social learning and social-cognitive framework (Bandura, 1986), behavior is shaped in part through observational and direct learning experiences. Those experiences lead to the formation of internalized cognitive scripts, values, and beliefs that guide and maintain behavior over time (Anderson & Huesmann, 2003; Huesmann, 1998). According to Eccles (e.g., Eccles, 1993; Eccles, Vida, & Barber, 2004; Eccles, Wigfield, & Schiefele, 1998), this cognitive process accounts for the emergence and persistence of achievement-related behaviors and ultimately to successful achievement. Eccles’ framework emphasizes in particular the importance of children’s expectations for success, with parents assuming the role of “expectancy socializers” (Frome & Eccles, 1998, p. 437).Thus, for example, a child exposed to parents who model achievement-oriented behavior (e.g., obtaining advanced degrees; reading frequently; encouraging astrong work ethic) and provide achievement-oriented opportunities (e.g., library and museum trips; after-school enrichment programs; educational books and videos) should develop the guiding belief that achievement is to be valued, pursued, and anticipated. This belief should then in turn promote successful outcomes across development, including high school graduation, the pursuit of higher learning, and the acquisition of high-prestige occupations. Not surprisingly, there are positive relations between parents’ levels of education and parents’ expectations for their children’s success (Davis-Kean, 2005), suggesting that more highly educated parents actively encourage their children to develop high expectations of their own. Importantly, on the other hand, McLoyd’s (1989) review found that parents who experience difficult economic times have children who are more pessimistic about their educational and vocational futures.In the current study, we assume a broad social-cognitive-ecological (Guerra & Huesmann, 2004; Metropolitan Area Child Study Research Group, 2002; also “developmental-ecological,” Dodge & Pettit, 2003) perspective on behavior development. This view proposes that it is the cumulative influence both of childhood environmental-contextual factors (e.g., parental education, family interactions, school climate, neighborhood efficacy) and individual-personal factors (e.g., IQ and aggression) that shapes enduring cognitive styles (e.g., achievement orientation, hostile worldview) in adolescence. Once formed, those styles allow for the prediction of functioning into adulthood above and beyond the effects of the earlier influences. In this view, then, cognitive factors such as beliefs and expectations present during adolescence serve as internal links between early contextual and personal factors and later outcomes.题型难度分析此文不难，是旧文。
雅思阅读真题题源-人文1.11 In a Polyglot Place, the Most Welcome of Voices
In a Polyglot Place, the Most Welcome of Voices 多国语目的地万，最受欢迎的声音The United Nations building would be little more than a glass Tower of Babel without them.没有他们，联合国大厦只不过是一座玻璃巴别塔。
But the United Nations* core of inter-preters, who sit tucked away in badly ventilated glass booths overlooking the General Assembly hall, are to most delegates hardly more than disembodied voices that come piped in through white plastic earphones.但是，联合国核心口译员隐蔽地坐在能俯视大会大厅的通风不好的玻璃小房间里，对干大多数代表来说，他们只不过是从白色塑胶耳机里传过来的脱离实体的声音。
“We are al l performers at heart，” said Monique Corvington, who has worked as an interpreter since 1968. “We get stage fright and the rush of adrenaline. Unfortunately, we do not pick the script.”“我们实质上都是表演者，”自1968 年就开始做口译工作的莫妮克•考温特说道：“我们得了怯场症和肾上腺素涌出症。
不幸地是，我们不挑选剧本。
”The United Nations Interpretation Service has been sorely tested of late by the crush of world leaders who have shown up here for the General Assembly session and the recent World Summit for Children, which was attended by more than 70 heads of state and government.联合国口译服务中心已接受了出席联合国大会会议和最近召开的世界儿童问题首脑会议的世界各国领导人的严峻考验，大会有70多个国家元首和政府首脑参加。
雅思阅读模拟试题之儿童教育哲学历史
Education PhilosophyAIn 1660s, while there are few accurate statistics for child mortality in the preinduslrial world, there is evidence that as many as 30 percent of all children died before they were 14 days old. Few families survived intact. All parents expected to bury some of their children and they found it difficult to invest emotionally in such a tenuous existence as a newborn child. When the loss of a child was commonplace, parents protected themselves from the emotional consequences of the death by refusing to make an emotional commitment to the infant. How else can we explain mothers who call the infant or leave dying babies in gutters, or mention the death of a child in the same paragraph with a reference to pickles?BOne of the most important social changes to take place in the Western world in 18th century was the result of the movement from an agrarian economy to an industrial one. Increasingly, families left the farms and their small-town life and moved to cities where life was very different for them. Social supports that had previously existed in the smaller community disappeared, and problems of poverty, crime, sub-standard housing and disease increased. For the poorest children, childhood could be painfully short, as additional income was needed to help support the family and young children were forced into early employment. Children as young as 7 might be required to work full-time jobs, often under unpleasant and unhealthy circumstances, from factories to prostitution. Although such a role for children has disappeared in most economically strong nations, the practice of childhood employment has hardly disappeared entirely and remains a staple (主要的)in many undeveloped nations.COver the course of the 1800s, the lives of children in the Unites States began to change drastically. Previously, children in both rural and urban families were expected to take part in the everyday labor of the home, as the bulk of manual work had to be completed there. However, establishing a background the technological advances of themid-1800s, coupled with the creation of a middle class and the redefinition of roles of family members, meant that work and home became less synonymous(同义的)over the course of time. People began to buytheir children toys and books to read. As the country slowly becamemore dependent upon machines for work, both in rural and in urban areas, it became less necessary for children to work inside the home. This trend, which had been rising slowly over the course of the nineteenth century, look off exponentially after the Civil War, with the beginning of the Industrial Revolution. John Locke was one of the most influential writers of his period. His writings on the role of government are seen as foundational to many political movements and activities, including the American Revolution and the drafting of theDeclaration of Independence. His ideas are equally foundational to several areas of psychology. As the father of “British empiricism,” Locke made the first clear and comprehensive statement of the “environmental position” and, by so doing, became the father of modern learning theory. His teachings about child care were highly regarded during the colonial period in America.DJean Jacquesd Rousseau lived during an era of the American and French Revolution. His works condemn distinctions of wealth, property, and prestige. In the original state of nature, according to Rousseau, people were "noble savages", innocent, free and uncorrupted. Rousseau conveyed his educational philosophy through his famous novel Emile, in 1762, which tells the story of a boy's education from infancy to adulthood. Rousseau observed children and adolescents extensively and spoke of children's individuality, but he based much of his developmental theory on observation in writing the book, and on the memories of his own childhood. Rousseau contrasts children to Developmental Psychology in Historical Perspective adults and describes age-specific characteristics. Johan Heinrich Pestalozzi lived during the early stages of industrial revolution, he sought to develop schools would nurture children's development. He agreed with Rousseau that humans are naturally good but were spoiled by a corrupt society. Pestalozzi's approach to teaching can be divided into the general and special methods. The theory was designed to create an emotionally healthy homelike learning environment that had to be in place before more specific instruction occurred.EOne of the best documented cases of all the so-called feral children concerned a young man who was captured in a small town in the south of France in 1800, and who was later named Victor. The young man had been seen in the area for months before his final capture - pre-pubescent, mute, and naked, perhaps 11 or 12 years old, foraging for food in the gardens of the locals and sometimes accepting their direct offers of food. Eventually he was brought to Paris, where itwas hoped that he would be able to answer some of the profound questions about the nature of man, but that goal was quashed very early. Jean-Marc-Gaspard Itard, a young physician who had become interested in working with the deaf, was more optimistic about a future for Victor and embarked on a five-year plan of education to civilize him and teach him to speak. With a subsidy from the government, Itard spent an enormous amount of time and effort working with Victor. He was able to enlist the help of a local woman, Madame Gu erin, to assist in his efforts and provide a semblance of a home for Victor. But, after five years and despite all of his efforts, Hard considered the experiment to be a failure. Although Victor had learned some elementary forms of communication, he never learned the basics of speech, which, for Itard, was the goal. Victor's lessons were discontinued, although he continued to live with Madame Gu erin until his death, approximately at the age of 40.FOther educators were beginning to respond to the simple truth that was embedded in the philosophy of Rousseau. Identifying the stages of development of children was not enough. Education had to be geared to those stages. One of the early examples of this approach was the invention of the kindergarten (“the children’s garden”)- a word and a movement created by Friedrich Froebel in 1840, a German-born educator. Froebel placed particular emphasis on the importance of play in achild's learning. His invention, in different forms, would eventually find its way around the world. His ideas about education were initially developed through his association with Johann Heinrich Pestalozzi. Froebel spent five years teaching at one of Pestalozzi's model schoolsin Frankfurt, and later he studied with Pestalozzi himself. Eventually he was able to open his own schools to test his educational theories. One of his innovative ideas was his belief that women could serve as appropriate educators of young children - an unpopular view at the time. At the age of 58, after almost four decades as a teacher, Froebel introduced the notion of the kindergarten. It was to be a haven and a preparation for children who were about to enter the regimented educational system. A cornerstone of his kindergarten education was the use of guided or structured play. For Froebel, play was the most significant aspect of development at this time of life. Play served as the means for a child to grow emotionally and to achieve a sense ofself-worth, the role of the teacher was to organize materials and a structured environment in which each child, as an individual, could achieve these goals. By the time of Froebel’s death in 1852, dozens ofkindergartens had been created in Germany. Their use increased in Europe and the movement eventually reached and flourised in the United Statesin 20th century.Questions 28-31The reading passage has seven paragraphs, A-EChoose the correct heading for paragraphs A-E from the list below.Write the correct number, i-vii, in boxes 28-31 on your answer sheet.List of Headingsi Reasons of unusual experiments implemented by several thinkersii Children had to work to alleviate burden on familyiii Why children are not highly valuediv Children died in hospital at their early agev Politics related philosophy appearedvi Creative learning method was applied on certain wild kidvii Emerge and spread of called kindergarten28 Paragraph AExampleParagraph B ii Children have to work29 Paragraph C30 Paragraph D31 Paragraph EQuestions 32-35Use the information in the passage to match the time (listed A-C) with correct event below. Write the appropriate letters A-F in boxes 32-35 on your answer sheet.A 18th centuryB 19th centuryC 20th century32 need for children to work33 rise of middle class34 emergence of a kindergarten35 the kindergarten in the spread around USQuestions 36-40Use the information in the passage to match the people (listedA-D) with opinions or deeds below. Write the appropriate letters A-D in boxes 36-40 on your answer sheet.A Jean Jacquesd RousseauB Jean-Marc-Gaspard ItardC Johan Heinrich PestalozziD Friedrich Froebel36 was not successful to prove the theory37 observed a child's record38 requested a study setting with emotional comfort firstly39 corruption is not a characteristic in people's nature40 responsible fo篇章结构体裁科普说明文题目儿童教育哲学与历史结构A：为何父母并不是十分重视孩子B：孩子们需要工作，以减轻对家庭的负担C：中产阶级富足的生活的出现，促进了政治相关的哲学的出现D：几个思想家进行的研究以及结论和整个的分析E：创造性的学习方式被应用在几个野孩子的教育之中F：幼儿园理论的整个发展和传播试题分析Question 1-。
雅思阅读真题话题汇总(草本)
LanguageC4T2R1 Lost for WordsC5T1R1 Johnson’s DictionaryC5T2R3 The Birth of Scientific EnglishC4T3R3 Obtaining Linguistic DataC9T3R1 Attitude to LanguageEnvironmentC4T1R1 RainforestC5T1R3 The Truth about the EnvironmentC5T3R2 Disappearing DeltaC7T1R2 Making Every Drop CountC7T2R2 The True Cost of Food (Food)C7T3R3 DeforestationC5T4R1 The Impact of Wildness Tourism (Tourism)EducationC4T2R3 Play is a Serious BusinessC5T2R3 Early Childhood EducationC9T2R1 Children DevelopmentBiologyC4T1R2 What Do Whales Feel?C5T4R3 The Effect of Light on Plant and Animal SpeciesC7T1R1 Let’s Go Bats (Technology)C7T3R1 Ant IntelligenceC7T3R2 Population Movement and Genetics (Geography, Society) C8T2R3 The Meaning and Power of SmellC8T3R3 How Does the Biological Clock Tick?C8T4R2 Biological Control of PestsC8T4R3 Collecting Ant SpecimensC8T3R2 The Nature of GeniusPsychologyC4T1R3 Visual Symbols and the BlindC5T1R2 Nature or NurtureC5T2R2 What’s so Funny?C7T1R3 Educating PsychoC8T1R3 TelepathyC9T2R3 A Neuroscientist Reveals How to Think Differently C9T4R2 Young Children’s Sense of IdentityHealth/ MedicineC4T2R2 Alternative Medicine in AustraliaC4T4R3 The Problem of Scarce ResourcesC6T2R2 Greying Population Stays in the PinkC6T3R3 The Search for Anti-aging PillsC6T4R1 Doctoring SalesTechnologyC5T2R1 BakeliteC5T3R3 The Return of Artificial IntelligenceC5T4R2 Flawed Beauty: the Problem with Toughened Glasses C8T1R1 A Chronicle of TimekeepingC8T2R1 Sheet Glass Manufacture: the Float ProcessC9T3R3 Information Theory – the Big IdeaGeographyC4T3R2 V olcanoes-earth-shattering NewsC6T1R3 Climate Change and the InuitC8T2R2 The Little Ice AgeC8T4R1 Land of the Rising SumC9T2R2 Venus in TransitC9T3R2 Tidal PowerC9T1R2 Is There Anybody out There?SportsC4T4R1 How much higher? How much faster?C6T1R1 Australia Sporting SuccessArchaeologyC4T4R2 The Nature and Aims of ArcheologyTransportC6T1R2 Delivering the GoodsC6T2R1 Advantages of Public TransportC8T1R2 Air Traffic Control in the USAScienceC6T2R3 NumerationMediaC6T3R1 CinemaSociety/ Social LifeC4T3R1 Micro-Enterprise Credit for Street YouthC6T3R2 Motivating Employees under Adverse Conditions C6T4R2 Do Literate Women Make Better Mothers?C6T4R3 BullyingC7T2R3 Makete Integrated Rural Transport ProjectC7T4R2 Endless HarvestC7T4R3 Effects of Noise (Environment, Biology)ArchitectureC7T2R1 Why Pagodas don’t Fall downC7T4R1 Pulling Strings to Build PyramidsCultureC8T3R1 Striking Back at Lightning With Lasers (Physics) C9T1R1 William Henry PerkinC9T1R2 The History of the Tortoise (Biology)C9T4R1 The Life and Work of Marie CurieC9T4R3 The Development of Museums。
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Lesson 1 Child‟s Development: Language Takes on New Significance孩子的发展：语言具有新的重要意义Researchers are focusing with new intensity on the earliest stages of childrens language acquisition as a key indicator of normal-and-abnormal-development.研究人员现在开始将炙热的目光聚焦在儿童语言学习的最早阶段，并以此阶段作为测试他们发展正常或是失常最重要的指标。
They say that the age at which infants smile when spoken to, say “ah-goo”，habblc and coo foreshadow later development and may be important clues pointing to learning, sensory or psychiatric disorders and need for early intervention to foster language development. Intervention to stimulate language ability perhaps correct an underlying disorder, they say, may head off behavioral and learning problems that often cause family disruptions and lead to social and school failure.他们称：当对孩子说话，他们会微笑，牙牙学语，而通过这一年龄的表现可以预测他们后天的发展，成为测知他们学习、意识或精神紊乱以及预测他们语言发展的培养是否需要早期干预的重要依据。
他们指出刺激孩子的语言能力的干预手段或许会纠正潜在的缺陷，阻止行为上和学习中常导致家庭破裂、致使社交和学习失败的一些问题。
At the same time, other researchers who study factors that enhance language velopment are finding that babies whose parents talk with, not at, develop more rapid and richer linguistic skills. After decades of emphasizingvisual/motor skills and playing down language as a measure of a child‟s development, many experts now recognize linguistic skills to be the best predictor of a child‟s cognitix . ability. Yet, they say, rarely is a child‟s language development assessed with the same attention that is paid to physical growth and the acquisition of such motor skills as turning over, crawling and walking or fitting pegs into holes.与此同时，其他研究促进孩子语言发展因素的人员发现，那些父母与之聊天而不是告之的孩子能更快地学习到更丰富的语言技能。
多年来，许多专家都强调视觉形象/动作技能是孩子发展的标尺，而贬低语言，现在他们已认识到言语技能是预测孩子认知能力的最好手段。
然而，他们指出，孩子语言能力的发展很少像他们的身体发育和诸如翻身、爬行、走路、将小物体放在洞里的动作技能发展一样受到同等重视。
To fill this gap in the care of well babies, p( diah ic researchers at the Kennedy Institute for Handicapped Children in Baltimore have developed a simple screening test to help physicians detect lags in language development, sometimes months before babies say their first real word, phrase or sentence.为了填补照料状态良好的婴孩这方面的空白，巴尔的縻肯尼迪残障儿童研究协会中的一些儿科研究者已开发了一套简单的视屏测试系统来帮助医生们检测出孩子语言发展迟缓的原因所在，有时是在孩子能真正说出他们的第一个单词、词组或句子的前几个月就对他们进行测试。
The researchers, Arnold J. Capute, Bruce K. Shapiro and Frederick B. Palmer, all physicians and associate professors of pediatrics at the Johns Hopkins University School of Medicine, say the test can help to call attention to developmental problems like communication, hearing and learning disorders, as well as aid in the asstvssment of more severe problems like chm c-hral palsy, mental retaixlation and autism, that might not otherwise be noticed and treated until the child is much older.阿诺• J•凯普彻，布鲁斯•K•谢皮诺和弗雷德里克•B•帕来默等研究人员们都是约翰•霍普金森大学医学院的医生和儿科副教授。
他们说该测试有助于引起人们对孩子发展过程中出现的如沟通、听力和学习障碍等问题的重视，还有助干对像脑瘫、智力发育迟缓和自闭症等更严重的问题进行测评，否则这些问题可能会到孩子更大一些的时候才会被发现并得到治疗。
Experts in language and child development applauded the new test, dubbed Clams, for Clinical Linguistic and Auditory Milestone Scale. The developers say the test, which has been fully standardized and validated, has already attracted the interest of p( (liatrit ian as far away as Australia. They describe it and its potential uses in the current issue of the professional magazine, Contemporary Pediatrics. While widely used tests of child development explore some aspects of language, they focus primarily on visual/motor skills. Clams is one of the first comprehensive, systematic assessments devoted to language development.语言和儿童发展专家们非常认可这项新测试并命名为“Clams”，即“临床语言和听力进程址表”。
开发者们称，这项完全合乎标准、完全有效的测试已经吸引了远至澳大利亚的儿科医师的兴趣。
他们在专业杂志--《当代儿科》近期期刊中描述了该测试及其潜在的作用。
尽管这项测试在儿童发展方面的广泛应用发现了儿童在语言方面的一些特点，但是它们主要关注的还是视觉/动作技能方面。
“Clams”（临床语言和听力进程量表）是第一个综合地、系统化地深入探究语言发展的评价系统。
To be sure, the ages and stages of language development, like the development of motor skills and physical growth, vary among individual babies. And boys are much more likely than girls to lag in their language development. But the Clams test can help physicians determine from parents and from the baby how closely a child‟s prelinguistic and language development m nihlcs that of other children who are the same age.可以确信的是，婴儿语言发展的年龄和阶段就像动作技能的发展和身体的发育一样，因人而异。
而且，男孩比女孩在语言发展上很有可能迟缓一些。
但是，“Clams”测试能帮助医生们从家长和孩子那里确定同龄孩子之间的早期言语和语言发展会具有多大的类似性。
For example, according to the Clams assessment, a one-week-old baby typically shows some response to sound, a four-month- old turns toward a voice, a six-month-old babble and a nine-month-old understands the word “no”. By 14 months, a baby typically says three words and can respond to a simple verbal command. By 21 months, a child‟s average \ocahulan has grown to 50 words and by age 3 to 250 words plus sentences of three words or more.例如：根据“Clams”评价结果，一周大的婴儿典型表现是对声音做出一些反应，4个月大的孩子会转向声音源：6个月大的可以牙牙学语而9个月大的孩子则能理解“不”的意思，到14个月大时，典型特点是婴儿会说3个单词和对简单的言语指令作出反应，到21个月大时，儿童的平均词汇量将增至50个词,3岁时，词汇量增至250 个词，而且，此时他们会说含有3个及以上单词的句子。