21世纪大学英语读写教程4第六单元课文中英对照
二十一世纪大学英语读写教程第四册课文翻译
Unit 1谁是伟大的？迈克尔?赖恩阿尔伯特?爱因斯坦小时候在学校里的成绩很糟糕，老师们都认为他迟钝。
拿破仑?波拿巴年轻时只是法国陆军中几百名炮兵中尉中的一几乎没有受过正规教育的乔治?华盛顿，十几岁时不是受训当兵而是受训做土地测量员。
尽管他们的起步平淡无奇，但是每个人后来都为自己在历史上赢得了一席之地。
是什么使得他们变得伟大呢？是他们生来就具备一些特殊的东西？还是他们的伟大与时机掌握、献身精神和也许是一种坚定的个性更为有关？几十年来，科学家们一直在问这样的问题。
在过去几年里，他们已经发现了证据，这些证据有助于解释为什么有些人出类拔萃，而另外的人——也许同样很有才华——却被甩在了后面。
他们的发现可能对我们所有的人都有启示。
谁是伟大的？伟人的定义取决于如何衡量成功。
但标准还是有一些的。
“对人类文明作出永久性贡献的人是伟大的，”基思?西蒙顿院长说。
他是加州大学戴维斯分校的一名心理学教授，1994年出版的《伟大：谁创造历史，以及为什么》一书的作者。
但他又提醒说：“有时侯伟人并没有被载入史册。
许多女性取得了巨大成就，或者颇具影响力，但却没有得到承认。
”在这本书的写作中，西蒙顿把有关伟大人物的历史知识和遗传学、精神病学及社会科学领域的最新发现融合在了一起。
他所聚焦的伟人包括获得过诺贝尔奖、领导过伟大的国家或赢得过战争、谱写过流芳百世的交响乐或在科学、哲学、政治学或艺术上引起过革命性巨变的男性和女性。
虽然他没有一个公式来解释某些人怎样或为什么出类拔萃（其中涉及的因素太多了），但他却提出了一些共同的特点。
一种“永不屈服”的态度。
西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断地追求成功的动力。
“人们往往认为他们天生具有一些超常非凡的东西，”他解释道。
“但研究结果表明，有的伟人并没有惊人的智力。
有的只是程度上的差异而已。
伟大是建立在大量的学习、实践和献身精神的基础之上的。
”他举出二战时期的英国首相温斯顿?丘吉尔作为一个永不放弃的冒险者的典范。
21世纪大学英语(第四册)课后答案及课文翻译
21 世纪大学英语读写教程（第四册）课后答案TEXT AII1.He defines greatness as the lasting contribution which a person makes or has made to human civilization.2.The example of Churchill shows the importance of persistence and dedication in achieving greatness.3.Firstborns and only children tend to make good leaders in times of crisis, but middle- born children are better peacetime leaders.4.A 20th century politician should be an effective public speaker and a social person.5.Intelligence seems to be less important than other factors, such as the ability to communicate effectively.6.The ability to overcome traditional ways of thinking is also crucial.7.They simply don’t devote the amount of time required.8.The study showed that enjoying one ’ s work is the best form of motivation.2IV1.chat2.acknowledge3.motivated4.charcteristic5.despite6.influential7.cited8.obstacle9.intrinsic 10.criteria 11.obsession 12.innate13.contribution(s) 14.contemporary 15.submitted 16.moraleV1.left behind2.rise3.made history4.were endowedwith5.put up with6.going nowhere7.ifocuses on8.be built on9.put in e up with 11.take charge 12.set...apartVIefficiency emergency fluency frequencyproficiency tendency urgency sufficiency1.fluency2.proficiency3.emergency4.Efficiency5.tendency6.frequency3VII1.For some students, it's not that they don't put in enough time — it's that they don't have good study habits.2.Children perform differently at school. It's not that they have differentIQs — it's that they are brought up in different environments.3.The company is not very productive. It's not that its staff aren't talented — it's that their energy hasn't been channeled effectively.4.I'm really sorry. It's not that I don't want to go to the cinema with you— it's that I have to finish my paper tonight.5.You have a stomachache. It's not that the food was bad — it's probably that you have too much stress from your work.VIII1.President Wilson didn't try to bring the US back to economic and political isolation. Instead, he believed in international cooperation through an association of nations.puters don't teach students in groups. Instead, they can help them learn effectively according to their 4different needs.3.We shouldn't focus on minor points. Instead, we should try to solve the problem of the greatest urgency at present.4.He dosen't get anybody else to help him. Instead, he likes to attend toeverything himself.5.Teaching success shouldn't be measured by the scores the students receive on tests. Instead, it should be measured by whether the studentshave internalized the ability and desire to learn.IXBCBAD DCABA DABCAX西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断地追求成功的动力。
2020年整理21世纪大学英语读写教程(第四册)课后句子翻译.doc
Unit 11.美国人往往以从事的工作来对人们进行划分。
家庭和教育背景这些特点被认为是不太重要的。
Americans tend to define people by the jobs they have/do. Such characteristics as their family and educational backgrounds are considered less important.2.他决不妥协的个性是他再也无法容忍它的雇主，并最终递交了辞职书的原因。
His uncompromising personality explains why he could no longer put up with his employer and eventually submitted his resignation.3.如果你真想学好英语，你就必须投入大量的时间和精力，否则你就不会有任何进步。
对于其他课程也可以这么说。
If you really want to learn English well, you must put in a lot of time and energy, or you’ll go nowhere. The same can be said of other subjects.4.有些演员的名声靠的是他们天生的美貌，但是达斯汀?霍夫曼（Dustin Hoffman）尽管身材矮小（short stature）, 还是出类拔萃，而使他与众不同的正是他精湛的演技。
Some actors’fame is built on their innate beauty, but despite his short stature, Dustin Hoffman rose above and it is his excellent acting that sets him apart.5.他负责管理之后，我们发现他与前任（predecessor）有明显的不同：他有干劲和激情，想出了很多新点子，并把工作重点放在如何鼓舞我们的士气上。
新21世纪大学英语综合教程4 Unit6 back down to earth翻译
Unit6重回地面里克·汉普森一个美国式的讽刺：摩天大楼需求不足。
在这个发明了摩天大楼的国度中，目前在建的最高私人建筑是一幢只有30层的小玩意儿。
但在海外，高耸的大楼几乎直达天际。
在马来西亚的吉隆坡，双峰塔高耸入云。
它们将成为世界上最高的建筑，这也是世界最高这一头衔首次旁落他国。
世界最高建筑或许将永远坐落于海外了。
而在10年前，世界最高的10幢摩天大楼散落在美国的3座城市。
就在1993年，还有不少人提议要建造下一幢世界第一高楼。
但是一幢都没有建起来。
如今，全国在建的楼房中，只有10幢楼超过20层。
到本世纪末，世界前十大高楼中，将有6幢坐落在东南亚。
美国的高层建筑是否已经走过了辉煌期？美国建筑的标志性成就是否就此日薄西山了？“摩天大楼只是一个时代的艺术品，那是一个技术薄弱、交通缓慢、因此人们不得不聚在一起工作的时代。
”位于马萨诸塞州的从事市场和经济研究的康纳特公司总裁大卫·贝奇这样说道。
“现在人们不需要新的高楼了，因此，没有理由再建造一幢帝国大厦。
”事实上，伯利恒钢铁公司去年已经关闭了65年前为建造帝国大厦提供钢材的炼钢厂，这表明了高层建筑正走向没落。
如今，美国的城市中有许多高楼内无人办公，至少到本世纪末，对高层建筑不会再有更多的需求了。
在美国，大约43% 的办公用房是在过去10年建造的。
当时，为了满足对办公场地喷井式的需求，开发商蜂拥而上造楼。
以波士顿为例，办公场地从2100万平方英尺激增至4500万平方英尺。
然而，1987年股市暴跌后，经济增长减缓了。
全国城市办公用房的空置率高达16.7%，比房地产界内人士认为正常的空置率高2.5倍。
在一些大城市，空置率甚至超过了30%。
在西雅图市，无论是建于1914年的历史第一高楼史密斯塔，还是建于1990年的最后一栋摩天大楼西雅图市政府大厦，都无法用租金来支付贷款利息。
62层高的西雅图市政府大厦造价高达两亿美元，今年初以半价出售。
这座高楼的占用率从来没有超过50%，投资者落得血本无归。
21世纪大学英语读写教程第四册课后答案及翻译
21世纪大学英语读写教程第四册课后练习答案及翻译（Unit1-Unit6）Unit 1Text AComprehension of text1. He defines greatness as the lasting contribution which a person makes or has made to human civilization.2. The example of Churchill shows the importance of persistence and dedication in achieving greatness.3. Firstborns and only children tend to make good leaders in times of crisis, but middle- born children are better peacetime leaders.4. A 20th century politician should be an effective public speaker and a social person.5. Intelligence seems to be less important than other factors, such as the ability to communicate effectively.6. The ability to overcome traditional ways of thinking is also crucial.7. They simply don‟t devote the amount of time required.8. The study showe d that enjoying one‟s work is the best form of motivation.V ocabulary1 chat 2.acknowledge 3.motivated 4.charcteristic5 despite 6.influential 7.cited 8.obstacle9 intrinsic 10.criteria 11.obsession 12.innate13 contribution(s) 14.contemporary 15.submitted 16.morale1 left behind 2.rise 3.made history 4.were endowed with5 put up with 6.going nowhere 7.ifocuses on 8.be built on9 put in e up with 11.take charge 12.set...apartWord buildingefficiency emergency fluency frequencyproficiency tendency urgency sufficiency1 fluency 2.proficiency 3.emergency4.Efficiency 5 tendency 6.frequencyStructure1. For some students, it's not that they don't put in enough time —it's that they don‟t have good study habits.2. Children perform differently at school. It's not that they have different IQs — it's that they arebrought up in different environments.3. The company is not very productive. It's not that its staff aren't talented — it's that their energy hasn't been channeled effectively.4. I‟m really sorry. It's not that I don't want to go to the cinema with you— it's that I have to finish my paper tonight.5. You have a stomachache. It's not that the food was bad — it's probably that you have too much stress from your work.1. President Wilson didn't try to bring the US back to economic and political isolation. Instead, he believed in international cooperation through an association of nations.puters don't teach students in groups. Instead, they can help them learn effectively according to their different needs.3. We shouldn't focus on minor points. Instead, we should try to solve the problem of the greatest urgency at present.4. He doesn‟t get anybody else to help him. Instead, he likes to attend to everything himself.5. Teaching success shouldn't be measured by the scores the students receive on tests. Instead, it should be measured by whether the students have internalized the ability and desire to learn. Close1-5 BCBAD6-10 DCABA11-15 DABCATransition西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断地追求成功的动力。
21世纪大学英语读写教程第四册cloze中英文对照版
Unit 1There are many paths to greatness. Some people go down in history for their 1)_ influential _political 有许多道路的伟大。
有些人在历史上有影响力的政治领导。
leadership. Other are remembered for spectacular scientific 2)__ breakthroughs _ for composing great 其他的都记得壮观的科学突破创作伟大的交响乐，symphonies, or writing 3)__ brilliant __ poetry. But whatever path they take, great people seem to 4)__ share __ a 或书写辉煌的诗。
但无论他们采取的路径，伟大的人似乎有few common characteristics. They are relentlessly 5)__ optimistic __ and persistent; they have both intellectual 一些共同的特点。
他们乐观不懈和持续的；他们的知识技能skills and the ability to work well with other people; and they love their work. In fact, 6)_ for _ these people, work 和工作的能力，以及与其他人，他们热爱自己的工作。
事实上，is more like an obsession than a job. Of course, many of the questions about greatness 7)__ remain __, 对于这些人来说，工作更像是一个痴迷于工作。
当然，许多问题仍然没有答案的伟大。
21世纪大学英语第四册Unit6课文详析读写教程
21世纪⼤学英语第四册Unit6课⽂详析读写教程21世纪⼤学英语第四册Unit6课⽂详析（读写教程） 导语：EQ是⼀个⼈⾃我情绪管理以及管理他⼈情绪的能⼒指数，下⾯是⼀篇讲述EQ因⼦的英语课⽂，欢迎⼤家来学习。
The EQ Factor Nancy Gibbs It turns out that a scientist can see the future by watching four-year-olds interact with a marshmallow. The researcher invites the children, one by one, into a plain room and begins the gentle torment. You can have this marshmallow right now, he says. But if you wait while I run an errand, you can have two marshmallows when I get back. And then he leaves. Some children grab for the treat the minute he's out the door. Some last a few minutes before they give in. But others are determined to wait. They cover their eyes; they put their heads down; they sing to themselves; they try to play games or even fall asleep. When the researcher returns, he gives these children their hard-earned marshmallows. And then, science waits for them to grow up. By the time the children reach high school, something remarkable has happened. A survey of the children's parents and teachers found that those who as four-year-olds had enough self-control to hold out for the second marshmallow generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers. The children who gave in to temptation early on were more likely to be lonely, easily frustrated and stubborn. They could not endure stress and shied away from challenges. And when some of the students in the two groups took the Scholastic Aptitude Test, the kids who had held out longer scored an average of 210 points higher. When we think of brilliance we see Einstein, deep-eyed, woolly haired, a thinking machine with skin and mismatched socks. High achievers, we imagine, were wired for greatness from birth. But then you have to wonder why, over time, natural talent seems to ignite in some people and dim in others. This is where the marshmallows come in. It seems that the ability to delay gratification is a master skill, a triumph of the reasoning brain over the impulsive one. It is a sign, in short, of emotional intelligence. And it doesn't show up on an IQ test. For most of this century, scientists have worshipped the hardware of the brain and the software of the mind; the messy powers of the heart were left to the poets. But cognitive theory could simply not explain the questions we wonder about most: why some people just seem to have a gift for living well; why the smartest kid in the class will probably not end up the richest; why we like some people virtually on sight and distrust others; why some people remain upbeat in the face of troubles that would sink a less resilient soul. What qualities of the mind or spirit, in short, determine who succeeds? The phrase "emotional intelligence" was coined by Yale psychologist Peter Salovey and the University of New Hampshire's John Mayer five years ago to describe qualities like understanding one's own feelings, empathy for the feelings of others and "the regulation of emotion in a way that enhances living." Their notion is about to bound into the national conversation, handily shortened to EQ, thanks to a new book, Emotional Intelligence by Daniel Goleman. Goleman, a Harvard psychology Ph.D. and a New York Times science writer with a gift for making even the most difficult scientific theories digestible to lay readers, has brought together a decade's worth of behavioral research into how the mind processes feelings. His goal, he announces on the cover, is to redefine what it means to be smart. His thesis: when it comes to predicting people's success, brainpower as measured by IQ and standardized achievement tests may actually matter less than the qualities of mind once thought of as "character" before the word began to sound old-fashioned. At first glance, there would seem to be little that's new here to any close reader of fortune cookies. There may be no less original idea than the notion that our hearts hold dominion over our heads. "I was so angry," we say, "I couldn't think straight." Neither is it surprising that "people skills" are useful, which amounts to saying, it's good to be nice. "It's so true it's trivial,"says Dr. Paul McHugh, director of psychiatry at Johns Hopkins University School of Medicine. But if it were that simple, the book would not be quite so interesting or its implications so controversial. This is no abstract investigation. Goleman is looking for antidotes to restore "civility to our streets and caring to our communal life." He sees practical applications everywhere for how companies should decide whom to hire, how couples can increase the odds that their marriages will last, how parents should raise their children and how schools should teach them. When street gangs substitute for families and schoolyard insults end in stabbings, when more than half of marriages end in divorce, when the majority of the children murdered in this country are killed by parents and stepparents, many of whom say they were trying to discipline the child for behavior like blocking the TV or crying too much, it suggests a demand for remedial emotional education. And it is here the arguments will break out. Goleman's highly popularized conclusions, says McHugh, "will chill any veteran scholar of psychotherapy and any neuroscientist who worries about how his research may come to be applied." While many researchers in this relatively new field are glad to see emotional issues finally taken seriously, they fear that a notion as handy as EQ invites misuse. Goleman admits the danger of suggesting that you can assign a numerical value to a person's character as well as his intellect; Goleman never even uses the phrase EQ in his book. But he did somewhat reluctantly approve an "unscientific" EQ test in USA Today with choices like "I am aware of even subtle feelings as I have them," and "I can sense the pulse of a group or relationship and state unspoken feelings." "You don't want to take an average of your emotional skill," argues Harvard psychology professor Jerome Kagan, a pioneer in child-development research. "That's what's wrong with the concept of intelligence for mental skills too. Some people handle anger well but can't handle fear. Some people can't take joy. So each emotion has to be viewed differently." EQ is not the opposite of IQ. Some people are blessed with a lot of both, some with little of either. What researchers have been trying to understand is how they complement each other; how one's ability to handle stress, for instance, affects the ability to concentrate and put intelligence to use. Among the ingredients for success, researchers now generally agree that IQ counts for about 20%; the rest depends on everything from class to luck to the neural pathways that have developed in the brain over millions of years of human evolution. New Words EQ (abbr.)emotional quotient 情商 interact vi. (with) act or have an effect on each other 相互作⽤;相互影响 marshmallow n. soft sweet made from sugar and gelatine 果汁软糖 torment n. severe physical or mental suffering (⾁体或精神上的)折磨，痛苦 vt. cause severe suffering to 折磨;使痛苦 errand n. small job that requires a short journey, usu. for sb. else (短程的)差事，差使 hard-earned a. gained with great difficulty or effort ⾟苦挣来的 survey n. investigation 调查 adventurous a. eager for or fond of adventure 渴望冒险的，喜欢冒险的 dependable a. that may be depended on 可信赖的，可靠的 scholastic a. of schools and education 学校的;教育的;学业的 aptitude n. natural ability or skill 天⽣的`才能或技巧;天资 brilliance n. the quality of being brilliant 光辉，辉煌;壮丽;(卓越的)才华，才智 woolly a. ⽺⽑(制)的;产⽺⽑的;像⽺⽑的 mismatch vt. match (people or things) wrongly or unsuitably 使错配，配合不当 sock n. short stocking covering the ankle and lower part of the leg 短袜 ignite v. (cause to) catch fire, burn (使)着⽕，燃烧;发光 dim v. (cause to) become dim (使)变暗淡;(使)变模糊;(使)失去光泽 impulsive a. (of people and their behavior) marked by sudden action that is undertaken without careful thought (指⼈或⼈的⾏为)凭冲动的;易冲动的 messy a. in a state of disorder; dirty: causing dirt or disorder 凌乱的;脏的;搞乱的;搞脏的 upbeat a. optimistic or cheerful 乐观的;快乐的 resilient a. 1. 有弹性的，有回弹⼒的;能复原的 2. 有复原⼒的;富有活⼒的;适应性强的 empathy n. ability to imagine and share another person's feelings, experience, etc. 同情;同感;共鸣 handily ad. 灵巧地，熟练地;轻易地;近便地 digestible a. that can be digested; relatively easy to understand 可消化的;可吸收的;较易理解的 behavioral a. of behavior ⾏为的 thesis n. 1. statement or theory put forward and supported by argument 论题，命题;论点 2. long written essay submitted by a candidate for a university degree; dissertation 毕业论⽂;学位论⽂ standardize vt. make(sth.)conform to a fixed standard, shape, quality, type, etc. 使(某事物)标准化;使合乎标准(或规格) fortune n. 1. large amount of money; wealth ⼤笔的钱;财 2. chance; luck 机会;运⽓ 3. person's destiny or future; fate 命运;前途 cookie n. biscuit 饼⼲ fortune cookie (U.S.)thin biscuit, folded to hold a printed message (e.g.a proverb, prophecy or joke) served in Chinese restaurants (美)签语饼(中国餐馆的折叠形⼩饼，内有纸条，上写预测运⽓的格⾔或幽默套语) dominion n. (over) rule; powerful authority; effective control 统治;管辖;⽀配;控制 straight ad. clearly, logically 清晰地;有条理地 controversial a. causing or likely to cause argument or disagreement 引起争论的;有争议的 abstract a. existing in thought or as an idea but not having a physical or practical existence 抽象的 antidote n. 解毒药;(喻)矫正⽅法，对抗⼿段 civility n. fact or act of showing politeness; act of being civilized 礼貌，客⽓，谦恭 communal a. 1. of or referring to a commune or a community 公共的;社区的，集体的 2. for the use of all; shared 公⽤的;共有的 odds n. (pl.) probability or chance 可能性;机会 schoolyard n. 校园;操场 stab vt. pierce(sth.) or wound (sb.) with a pointed tool or weapon; push (a knife, etc.) into sb./sth. 戳(某物);刺(某⼈);⽤(⼑等)刺(或戳、捅)某⼈(或某物) stabbing n. instance of stabbing or being stabbed ⽤利器伤⼈ stepparent n. 继⽗，后⽗;继母，后母 remedy n. 药品;治疗(法);补救办法;纠正办法 vt. 医治;治疗;补救;纠正 remedial a. 补救的;纠正的;补习的 popularize vt. 1. make (sth.) generally liked 使(某事物)被⼤家喜欢，使受⼤家欢迎 2. make (sth.) known or available to the general public, esp. by presenting it in an easily understandable form 使(某事物)众所周知;使普及 chill vt. 1. make cold 使变冷;使冷却;使感到冷 2. discourage 使沮丧;使扫兴 n. 寒冷;风寒;冷淡;沮丧;扫兴 scholar n. person who studies an academic subject deeply 学者 psychotherapy n. treatment of mental disorders by psychological methods 精神疗法;⼼理疗法 neuroscientist n. 神经系统科学家 handy a. (of an object, tool, machine, etc.) easy to use; useful for some purpose 便于使⽤的;有⽤的 numerical a. of, expressed in or representing numbers 数字的;⽤数字表⽰的;代表数字的 approve vt. 1. have a positive opinion of 赞成;称许 2. accept, permit or officially agree to 批准;允许;对…表⽰认可 neural a. the nerves 神经的 pathway n. way or track made for or by people walking ⼩路，⼩径(= path) Phrases and Expressions one by one separately; individually in order ⼀个⼀个地;依次地 right now immediately; at this moment ⽴即;此刻 run an errand carry messages or perform similar minor tasks 跑腿，办事(如送信、买东西等) hold out refuse to give in 坚持;坚定不移;不屈服 early on soon after the start of a past event 在初期;早先 shy away from avoid or move away from out of shyness, fear, etc. (由于羞怯或恐惧等)躲开，避开;回避 over time as time goes by 随着时间过去 come in have a part to play in sth. 在某事中起作⽤ show up 1. become visible; become increasingly vivid or obvious 显现出来;变得更鲜明;变得更醒⽬ 2. appear; arrive; be present; turn up 出现;来到;出席;露⾯ at/on sight as soon as sb./sth. is seen ⼀见就 in the face of 1. in spite of 不顾。
21世纪大学英语读写教程第四册第6课
Unit 6: Part A
The EQ Factor
Unit 6: Part A
• Pre-Reading Activities • Text A: Language Points • Exercises • Assignment
Pre-Reading Activities
3. Which of the following statements best describes the relationship between EQ and IQ? A) People tend to have more of one than the other. B) People tend to have the same amount of each. C) They work together to make you successful. D) They depend on such factors as social class and how lucky you are.
3 By the time the children reach high school, something remarkable has happened. A survey of the children's parents and teachers found that those who as four-year-olds had enough self-control to hold out for the second marshmallow generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers.
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21世纪大学英语读写教程复习资料Unit61.人们发现科学家能通过观察四岁孩童对一粒果汁软糖的反应看到他们的未来。
研究者请孩子们一个个地走进一间没有装饰的房间，然后便开始他这种温柔的折磨。
你现在就可以吃这粒果汁软糖，他说。
但是如果你在我出去办点事的时候等着，就可以在我回来时得到两粒果汁软糖。
然后他就走开了。
It turns out that a scientist can see the future by watching four-year-olds interact with a marshmallow. The researcher invites the children, one by one, into a plain room and begins the gentle torment. You can have this marshmallow right now, he says. But if you wait while I run an errand, you can have two marshmallows when I get back. And then he leaves.2.有几个孩子一等他出门就抓起糖来吃。
有几个等了几分钟，结果也坚持不住了。
但另外几个孩子却决心等待。
他们蒙住眼睛；他们低下头；他们给自己唱歌；他们试图玩游戏甚至睡觉。
当研究者回来时，他给了这些孩子来之不易的果汁软糖。
然后，科学便等待他们长大。
Some children grab for the treat the minute he's out the door. Some last a few minutes before they give in. But others are determined to wait. They cover their eyes; they put their heads down; they sing to themselves; they try to play games or even fall asleep. When the researcher returns, he gives these children their hard-earned marshmallows. And then, science waits for them to grow up.3.等孩子们读到高中时，一些引人注目的情况发生了。
对孩子们的家长和老师的调查表明，那些在四岁时就有足够的自制力坚持等到第二粒果汁软糖的孩子，长大后大多成了适应性更强，更惹人喜爱，富于冒险精神，充满自信并可信赖的青少年。
那些一开始就经不住诱惑的孩子们则更可能孤独、容易受挫、固执。
他们承受不住压力，躲避挑战。
当这两组中的一些学生参加学习能力倾向测验时，坚持时间较长的孩子们平均得分高出210分。
By the time the children reach high school, something remarkable has happened. A survey of the children's parents and teachers found that those who as four-year-olds had enough self-control to hold out for the second marshmallow generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers. The children who gave in to temptation early on were more likely to be lonely, easily frustrated and stubborn. They could not endure stress and shied away from challenges. And when some of the students in the two groups took the Scholastic Aptitude Test, the kids who had held out longer scored an average of 210 points higher.4.当我们想到卓越的才华时，我们便想到了爱因斯坦，深邃的眼睛，蓬松的头发，一台裹着皮肤、穿着不配对短袜的思维机器。
在我们的想象中，事业上取得巨大成功者在出生时就为伟大作好了准备。
但随后你就不得不奇怪，为什么过了一段时间以后天赋似乎在一些人身上大放异彩，而在其他人身上则黯淡失色。
这就是果汁软糖的作用了。
推迟满足欲望的能力看来是一种十分重要的技能，是理智对于冲动的胜利。
总之，它是情感智力的一种标志，在智商测试中是显示不出的。
When we think of brilliance we see Einstein, deep-eyed, woolly haired, a thinking machine with skin and mismatched socks. High achievers, we imagine, were wired for greatness from birth. But then you have to wonder why, over time, natural talent seems to ignite in some people and dim in others. This iswhere the marshmallows come in. It seems that the ability to delay gratification is a master skill, a triumph of the reasoning brain over the impulsive one. It is a sign, in short, of emotional intelligence. And it doesn't show up on an IQ test. 5.在本世纪的很长一段时期里，科学家们都敬重大脑这一硬件和思想这一软件；而千头万绪的心的力量则留给了诗人。
但认知理论却怎么也无法解释我们最感到疑惑的问题：为什么有一些人似乎天生就有过好日子的能力；为什么班上最聪明的孩子很可能最终并不是最富有的；为什么我们一见到某些人就喜欢而对另外一些人则不信任；为什么面对苦难时，适应力差一些的人会被压垮，而有些人则能保持乐观。
总之，是思想或心灵中的什么品质决定了谁会成功？For most of this century, scientists have worshipped the hardware of the brain and the software of the mind; the messy powers of the heart were left to the poets. But cognitive theory could simply not explain the questions we wonder about most: why some people just seem to have a gift for living well; why the smartest kid in the class will probably not end up the richest; why we like some people virtually on sight and distrust others; why some people remain upbeat in the face of troubles that would sink a less resilient soul. What qualities of the mind or spirit, in short, determine who succeeds?6.“情感智力”这个词语是耶鲁大学心理学家彼得-萨洛韦和新罕布什尔大学的约翰-迈耶五年前为了描述某些品质——如了解自己的感情，善解人意和“以提高生活质量的方式调节情绪”——而创造出来的。
由于丹尼尔?戈尔曼的一本新书《情感智力》，他们的这一概念（缩略为情商）即将成为全国的热门话题。
戈尔曼是哈佛大学的心理学哲学博士，《纽约时报》的科学栏目撰稿人。
他具有一种使最为难懂的科学理论为一般读者理解的天赋。
他把十年来的行为研究归纳为头脑如何处理感情。
他在书的封面上宣称，他的目标是重新定义聪明的含义。
他的论点是：在预测人们的成功时，由智商和标准化成绩考试测得的智能也许不如以前被认为是“性格”（后来这个词变得过时了）的思想素质重要。
The phrase "emotional intelligence" was coined by Yale psychologist Peter Salovey and the University of New Hampshire's John Mayer five years ago to describe qualities like understanding one's own feelings, empathy for the feelings of others and "the regulation of emotion in a way that enhances living." Their notion is about to bound into the national conversation, handily shortened to EQ, thanks to a new book, Emotional Intelligence by Daniel Goleman. Goleman, a Harvard psychology Ph.D. and a New York Times science writer with a gift for making even the most difficult scientific theories digestible to lay readers, has brought together a decade's worth of behavioral research into how the mind processes feelings. His goal, he announces on the cover, is to redefine what it means to be smart. His thesis: when it comes to predicting people's success, brainpower as measured by IQ and standardized achievement tests may actually matter less than the qualities of mind once thought of as "character" before the word began to sound old-fashioned.7.乍一看，这对于任何一位仔细读签语饼中纸条的人来说似乎没有什么新的东西。