Girls who play with Barbie dolls tend to see fewer career options available to them, compared with the options available to boys, according to a new study by researchers at Oregon State University and the University of California (UC), Santa Cruz.
The study’s authors, psychology professors, Aurora Sherman of Oregon State University and Eileen Zurbriggen at UC Santa Cruz, describe their findings as significant. “This is one of the first studies to investigate how playing with sexualized dolls affects young girls, and also one of the first to look at the impact of such play on achievement or career aspirations (愿望), rather than body image,” said Zurbriggen. Sherman suggests that Barbie and similar dolls are part of the burden of early and inappropriate sexuality placed on girls.
Sherman and Zurbriggen used girls’ doll play to study the impact of fender role socialization, a process through which children learn to follow cultural norms and which encourages gender stereotypical(约定俗成的) behavior.
Thirty-seven girls from the age of four to seven from an Oregon college town were randomly arranged to play for five minutes with either a sexualized Doctor Barbie or Fashion Barbie doll, or with a more neutral (中性的) Mrs. Potato Head doll. The girls were then shown photographs of ten occupations and asked how many they themselves or boys could do in the future.
The girls who played with a Barbie doll saw themselves in fewer occupations, compared with boys. Those girls who played with Mrs. Potato Head reported nearly as many career options available for themselves as for boys.
The two Barbie dolls were the same except for clothing, with unrealistic bodies, extremely youthful and attractive faces, and long full hair. The researchers believe that the doll itself has more of an effect on girls than the role or career aspirations suggested by its costume.
“It’s significant that a few minutes of play with a Barbie doll had an immediate impact on the number of careers that girls saw as possible for themselves,” Zurbriggen said. “And it didn’t matter whether the Barbie doll was dressed as a model or as a doctor, suggesting that the doll’s sexualized shape and appearance might have more of an effect than whatever accessories (装饰品) are packaged with her.”Which of the following is TRUE?
| A．Playing with dolls affects the academic performance of young children. |
| B．Body image has a big influence on girls’ career options. |
| C．Researchers used doll play to study the impact of gender role socialization on girls. |
| D．Boys who played with a Fashion Barbie doll found more career options than girls. |
What is stressed in the second paragraph?
| A．The method adopted by the study. |
| B．The significance of the study. |
| C．The purpose of the study. |
| D．The process of the study. |
What is the passage mainly about?
| A．Why Barbie dolls are the world’s best-selling dolls. |
| B．That playing with Barbie dolls could limit girls’ career choices. |
| C．What negative effects Barbie dolls have on young girls in the long term. |
| D．That Barbie dolls make girls want to be thin. |
Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though the word “obey” is hardly accurate as a description of the eager and delighted cooperation usually shown by the children. Before they can speak, many children will also ask questions by gesture and by making questioning noises.
Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves as particularly expressive as delight, pain, friendliness, and so on. But since these can’t be said to show the baby’s intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self-imitation(模仿) leads on to deliberate(有意的) imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech.
It is a problem we need to get our teeth into. The meaning of a word depends on what a particular person means by it in a particular situation; and it is clear that what a child means by a word will change as he gains more experience of the world. Thus the use, at seven months, of “mama” as a greeting for his mother cannot be dismissed as a meaning-less sound simply because he also uses it at another time for his father, his dog, or anything else he likes. Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself. I doubt, however, whether anything is gained when parents take advantage of this ability in an attempt to teach new sounds.Before children start speaking _______.
| A．they need equal amount of listening |
| B．they need different amounts of listening |
| C．they are all eager to cooperate with the adults by obey spoken instructions |
| D．they can’t understand and obey the adult’s oral instructions |
Children who start speaking late _______.
| A．may have problems with their listening |
| B．probably do not hear enough language spoken around them |
| C．usually pay close attention to what they hear |
| D．often take a long time in learning to listen properly |
A baby’s first noises are _______.
| A．an expression of his moods and feelings |
| B．an early form of language |
| C．a sign that he means to tell you something |
| D．an imitation of the speech of adults |
The problem of deciding at what point a baby’ imitations can be considered as speech _______.
| A．is important because words have different meanings for different people |
| B．is not especially important because the changeover takes place gradually |
| C．is one that should be properly understood because the meaning of words changes with age |
| D．is one that should be completely ignored(忽略) because children’s use of words is of-ten meaningless |
The speaker implies _______.
| A．parents can never hope to teach their children new sounds |
| B．children no longer imitate people after they begin to speak |
| C．children who are good at imitating learn new words more quickly |
| D．even after they have learnt to speak, children still enjoy imitating |
“Sesame Street” has been called “the longest street in the world”. That is because the television program by that name can now be seen in so many parts of the world. That program became one of American’s exports soon after it went on the air in New York in 1969.
In the United States more than six million children watch the program regularly. The viewers include more than half the nation’s pre-school children, from every kind of economic(经济的), racial(种族的), and geographical group.
Although some educators object to certain elements in the program, parents praise it highly. Many teachers also consider it a great help, though some teachers find that problems arise when first graders who have learned from “Sesame Street” are in the same class with children who have not watched the program.
Tests have shown that children from all racial, geographical, and economic backgrounds have benefited from watching it. Those who watch it five times a week learn more than occasional(偶然的) viewers. In the US the program is shown at different hours during the week in order to increase the number of children who can watch it regularly.
The programs all use songs, stories, jokes, and pictures to give children a basic understanding of numbers, letters and human relationships. But there are some differences. For example, the Spanish program, produced in Mexico City, devotes more time to teaching whole words than to teaching separate letters.
Why has “Sesame Street” been so much more successful than other children’s shows? Many reasons have been suggested. People mention the educational theories(理论) of its creators, the support by the government and private(私人的) businesses, and the skillful use of a variety of TV tricks. Perhaps an equally important reason is that mothers watch it along with their children. This is partly because famous adult stars often appear on it. But the best reason for the success of the program may be that it makes every child watching feel able to learn. The child finds himself learning, and he wants to learn more. “Sesame Street” is actually _______.
| A．a street in the US | B．a program for children |
| C．a program for teachers | D．a program for students |
Children who often watch the program _______.
| A．can have problems in school |
| B．will find it a great help |
| C．will take no interest in their studies |
| D．will be well educated |
What is special about the program?
| A．It offers great fun. |
| B．It makes children feel able to learn. |
| C．It is shown at different hours during the week. |
| D．Children learn and enjoy themselves while watching. |
Why is “Sesame Street” so popular in the world?
| A．Because it is supported by the government and businesses. |
| B．Because it uses a variety of skillful tricks. |
| C．Because mothers watch it along with their children. |
| D．Because it makes every child watching it feel able to learn. |
The best title for this passage can be _______.
| A．TV Programs | B．Educating Children |
| C．Sesame Street | D．A Great Success |
Children start out as natural scientists, eager to look into the world around them. Helping them enjoy science can be easy; there’s no need for a lot of scientific terms or expensive lab equipment. You only have to share your children’s curiosity(好奇). Firstly, listen to their questions. I once visited a classroom of seven-year-olds to talk about science as a job. The children asked me “textbook questions” about schooling, salary(薪水) and whether I liked my job. When I finished answering, we sat facing one another in silence. Finally I said, “Now that we’re finished with your lists, do you have questions of your own about science?”
After a long pause, a boy raised his hand, “Have you ever seen a grasshopper(蚱蜢) eat? When I try eating leaves like that, I get a stomachache. Why?”
This began a set of questions that lasted nearly two hours.
Secondly, give them time to think. Studies over the past 30 years have shown that, after asking a question, adults typically wait only one second or less for an answer, no time for a child to think. When adults increase their “wait time” to three seconds or more, children give more logical(符合逻辑的), complete and creative answers.
Thirdly, watch your language. Once you have a child involved in a science discussion, don’t jump in with “That’s right” or “Very good”. These words work well when it comes to encouraging good behavior(行为). But in talking about science, quick praise can signal that discussion is over. Instead, keep things going by saying “That’s interesting” or “I’d never thought of it that way before”, or coming up with more questions or ideas.
Never push a child to “Think”. It doesn’t make sense, children are always thinking, without your telling them to. What’s more, this can turn a conversation into a performance. The child will try to find the answer you want, in as few words as possible, so that he will be a smaller target(目标) for your disagreement.
Lastly, show; don’t tell. Real-life impressions of nature are far more impressive than any lesson children can learn from a book or a television program. Let children look at their fingertips through a magnifying glass(放大镜), and they’ll understand why you want them to wash before dinner. Rather than saying that water evaporates(蒸发), set a pot of water to boil and let them watch the water level drop.According to the passage, children are natural scientists, and to raise their interest, the most important thing for adults to do is _______.
| A．to let them see the world around |
| B．to share the children’s curiosity |
| C．to explain difficult phrases about science |
| D．to supply the children with lab equipment |
In the last sentence of the first paragraph, the word “lists” could best be replaced by ______.
| A．any questions | B．any problems |
| C．questions from textbooks | D．any number of questions |
According to the passage, children can answer questions in a more logical, complete and creative way if adults ________.
| A．ask them to answer quickly |
| B．wait for one or two seconds after a question |
| C．tell them to answer the next day |
| D．wait at least for three seconds after a question |
In which of the following paragraph(s) does the author tell us what to say to encourage children in a science discussion?
| A．The second and third. | B．The fourth and fifth. |
| C．The fifth and sixth. | D．The seventh. |
The author mentions all of the following techniques for adults to share with their children’s curiosity except that adults should ________.
| A．tell their children stories instead of reciting(背诵) facts |
| B．offer their children chances to see things for themselves |
| C．be patient enough when their children answer questions |
| D．encourage their children to ask questions of their own |
Education is not an end, but a means to an end. In other words, we do not educate children only for the purpose of educating them. Our purpose is to fit them for life.
In some modem countries it has for some time been fashionable to think that by free education for all — one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in such countries a far larger number of people with university degree; they refuse to do what they think “low” work; and, in fact, work with hands is thought to be dirty and shameful in such countries. But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than that of a professor; we can live without education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns…
In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in such a way that, firstly, each of us can do whatever work suited to his brains and ability and, secondly, that we can realize that all jobs are necessary to society, and that is very bad to be ashamed of one’s work. Only such a type of education can be considered valuable to society. The writer of the passage thinks that _______.
| A．education can settle most of the world’s problems |
| B．free education for all probably leads to a perfect world |
| C．free education won’t help to solve problems |
| D．all the social problems can’t be solved by education |
The writer wants to prove that _______.
| A．our society needs all kinds of jobs |
| B．our society needs free education for all |
| C．a farmer is more important than a professor |
| D．work with hands is the most important |
The purpose of education is _______.
| A．to choose officials for the country |
| B．to prepare children mainly for their future work |
| C．to let everyone receive education fit for him |
| D．to build a perfect world |
The passage tells us about _______ of the education.
| A．the means | B．the system | C．the value | D．the type |
So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.
Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.
Learning to read involves all that each individual does to understand the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.
If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning. The problem with the reading course as mentioned in the first paragraph is that_______.
| A．too much time is spent in teaching about reading |
| B．reading tasks are given with little guidance |
| C．it is one of the most difficult school courses |
| D．students spend limited hours in reading |
The teaching of reading will be successful if _______.
| A．teachers can make their teaching activities observable |
| B．teachers can teach their students how to read |
| C．teachers can improve conditions at school for the students |
| D．teachers can enable students to develop their own way of reading |
The word “scrutiny” (Paragraph 3) most probably means “_______”.
| A．unbelief | B．control | C．inquiry | D．observation |
The main idea of the passage is that_______.
| A．reading is more complicated than believable |
| B．reading ability is something gained rather than taught |
| C．teachers should encourage students to read as widely as possible |
| D．teachers should do as little as possible in helping students learn to read |